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\n \n \n

\n \n 2016\n \n \n (1)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n \n Is bilingualism an advantage? / Bilingualism and successful learning / Being bilingual / Language Enhancing the Achievement of Pasifika - LEAP.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n Wellington, NZ, 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Is$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@book{noauthor_is_2016,\n\taddress = {Wellington, NZ},\n\ttitle = {Is bilingualism an advantage? / {Bilingualism} and successful learning / {Being} bilingual / {Language} {Enhancing} the {Achievement} of {Pasifika} - {LEAP}},\n\turl = {http://leap.tki.org.nz/Is-bilingualism-an-advantage},\n\tabstract = {This page summarises the research since the 1960s has consistently found that bilingualism is a cognitive, social, and educational advantage and that, consequently, bilingual students tend to outperform their monolingual peers in key cognitive tasks. Cognitive flexibility, divergent thinking, metalinguistic awareness and communicational sensitivity.},\n\turldate = {2016-06-23},\n\tyear = {2016},\n\tkeywords = {Bilingualism},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 2015\n \n \n (30)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n \n Endangered Languages: An introduction.\n \n \n \n \n\n\n \n Thomason, S. G.\n\n\n \n\n\n\n Cambridge University Press, Michigan, 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Endangered$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{thomason_endangered_2015,\n\taddress = {Michigan},\n\ttitle = {Endangered {Languages}: {An} introduction},\n\tcopyright = {Requires purchase or sourcing from a library.},\n\tisbn = {978-0-521-68453-8},\n\turl = {http://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/endangered-languages-introduction},\n\tabstract = {An introduction to language endangerment. What is it? How and why does it happen? Why should we care?},\n\tlanguage = {eng},\n\turldate = {2016-07-21},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Thomason, Sarah G.},\n\tyear = {2015},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Using twitter in an indigenous language: An analysis of te reo Maori tweets.\n \n \n \n \n\n\n \n Keegan, T. T.; Mato, P.; and Ruru, S.\n\n\n \n\n\n\n AlterNative: An International Journal of Indigenous Peoples, 11(1): 59–75. 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Using$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{keegan_using_2015,\n\ttitle = {Using twitter in an indigenous language: {An} analysis of te reo {Maori} tweets},\n\tvolume = {11},\n\tissn = {1177-1801},\n\tshorttitle = {Using twitter in an indigenous language},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/9235},\n\tabstract = {Language revitalization theory suggests that one way to improve the health of a language is to increase the number of domains where the language is used. Social network platforms provide a variety of domains where indigenous-language communities are able to communicate in their own languages. Although the capability exists, is social networking being used by indigenous-language communities? This paper reports on one particular social networking platform, Twitter, by using two separate methodologies. First, Twitter statistics collated from the Indigenous Tweets website are analysed. The data show that languages such as Basque, Haitian Creole, Welsh, Irish Gaelic, Frisian and Kapampangan do have a presence in the "Twittersphere". Further analysis for te reo Maori (the Maori language) shows that tweets in te reo Maori are rising and peak when certain events occur. The second methodology involved gathering empirical data by tweeting in te reo Maori. This served two purposes: it allowed an ancillary check on the validity of the Indigenous Tweets data and it allowed the opportunity to determine if the number of indigenous-language tweets could be influenced by the actions of one tweeter.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {AlterNative: An International Journal of Indigenous Peoples},\n\tauthor = {Keegan, Te Taka and Mato, Paora and Ruru, Stacey},\n\tyear = {2015},\n\tkeywords = {Indigenous peoples–Language, Language Revival, Maori language–Social aspects, Mass media–Social aspects, Microblogs, Twitter},\n\tpages = {59--75},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Social Networks for Language Learning.\n \n \n \n \n\n\n \n Derakhshan, A.; and Hasanabbasi, S.\n\n\n \n\n\n\n Theory and Practice in Language Studies, 5(5): 1090–1095. 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Social$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{derakhshan_social_2015,\n\ttitle = {Social {Networks} for {Language} {Learning}},\n\tvolume = {5},\n\tissn = {1799-2591},\n\turl = {http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls050510901095/233},\n\tabstract = {Social networks play indispensable roles in fostering second language learning by providing a wide array of authentic materials. The purpose of this review is to consider social networks, such as Facebook, Electronic mail, Computer media which are proven to be effective to increase students' learning English out of the classes. Social networks facilitate students' interaction to share their ideas, and provide an opportunity for learners to experience online tools to foster their learning skills. It was realized that these online tools (e.g. Facebook, Email, and Computer media) can be used to improve students' language skills especially writing skill. Internet tools help the second language learners to accelerate their learning by being up-to-date and self-directed. In this paper, the literatures were reviewed to find positive aspects of using Facebook to improve second language learning. The researchers also pointed out that second language is learned incidentally and directly from second language speakers of different culture via Emails. Students can use e-mail to communicate with their teachers and with second language speakers or native speakers. Computer media are also useful means to guide those learners who are passively focused on English learning. The review would conclude that social interaction via social networks is a kind of stimulus for learners to communicate with others.},\n\tlanguage = {eng},\n\tnumber = {5},\n\tjournal = {Theory and Practice in Language Studies},\n\tauthor = {Derakhshan, Ali and Hasanabbasi, Samareh},\n\tyear = {2015},\n\tkeywords = {Internet, Language acquisition, Listening, Literature Reviews, Personal Computers, Second Language Learning, Skills, Social Networks, Social Research, Verbal Communication, Writing},\n\tpages = {1090--1095},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Reviving your language through education: BC first nations language education planning workbook.\n \n \n \n \n\n\n \n McIvor\n\n\n \n\n\n\n Technical Report First Nations Education Steering Committee and First Nations Schools Association, 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Reviving$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{mcivor_reviving_2015,\n\ttitle = {Reviving your language through education: {BC} first nations language education planning workbook.},\n\turl = {http://www.fnesc.ca/wp/wp-content/uploads/2016/01/PUBLICATION-61373-WEB-VERSION-FNESC-Language-Education-Planning-WB-V02-F-HI-No-Marks-2016.pdf},\n\tabstract = {This workbook is a user-friendly resource for lanning First Nations language programs. It is meant for use by anyone who is interested - from community members, teachers, elders, parents, youth, school personnel, administrators, and community eadership. The hope is that First Nations advocates, educators and communities will be able to use this tool to further develop a clear vision for language education, fully understand their current language situation and resources, and exit with a comprehensive plan for achieving their vision. There are many excellent resources available, and a lot of research has been done in First Nations Language revitalization. This resource is meant to complement this work and will lead you to some of these resources already available. What is different about this guide is the focus on planning language education at any level in your community. Examples of this are early childhood language nests, including language as a subject in your school, creating an immersion class, or language classes for adults.},\n\turldate = {2016-07-18},\n\tinstitution = {First Nations Education Steering Committee and First Nations Schools Association},\n\tauthor = {{McIvor}},\n\tyear = {2015},\n\tpages = {68},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Engaging – A Guide to Interacting Respectfully and Reciprocally with Aboriginal and Torres Strait Islander People, and their Arts Practices and Intellectual Property engaging.\n \n \n \n \n\n\n \n Zuckermann; Kellett, S.; Jaky Troy,; Michael Colbung,; Alghurabi, L.; Anderson, G.; Rigney, L.; Caruso, J.; Couzens, V.; Arbon, undefined; Walsh, M.; and Atkinson, S.\n\n\n \n\n\n\n Technical Report 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Engaging$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{zuckermann_engaging_2015,\n\ttitle = {Engaging – {A} {Guide} to {Interacting} {Respectfully} and {Reciprocally} with {Aboriginal} and {Torres} {Strait} {Islander} {People}, and their {Arts} {Practices} and {Intellectual} {Property} engaging},\n\turl = {http://www.zuckermann.org/guide.html},\n\tabstract = {The aim of the book is to give people (in general non-indigenous academics) the confidence to truly engage and collaborate with each other to achieve goals that benefit all and in particular take account of the context: cultural beliefs and practices of people from indigenous communities in Australia. We encourage you to create your own protocols, and hope this guidebook will help you design your own detailed map for your journey. With approximately 330 language groups and nations across Australia, this guidebook is far from a complete resource. Many groups do have shared understandings of intellectual property and cultural protocols, but differences ought to be respected. Whether you are an Indigenous person or not, you need to consult locally about what is appropriate locally. Indigenous peoples worldwide have rights under the United Nations convention. Universities are legally obligated to engage with communities in a way that respects these rights. Academic users will gain confidence in Reach a deeper understanding of cultures. Feel confident in engaging with traditional cultures. Build lasting relationships with communities. Correctly handle paperwork, for example with regard to consent. Understand why art inspired by traditional cultures can be controversial, and how to avoid causing harm. Fathom intellectual property, with an easy guide to the ins and outs of copyright. Familiarise yourself with payment and other ways to share benefits with communities.},\n\turldate = {2016-07-21},\n\tauthor = {{Zuckermann} and Kellett, Sarah and {Jaky Troy,} and {Michael Colbung,} and Alghurabi, Lur and Anderson, Geoff and Rigney, Lester-Irabinna and Caruso, Jenni and Couzens, Vicki and Arbon, , Veronica and Walsh, Michael and Atkinson, Stephen},\n\tyear = {2015},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Ka Whawhai Tonu Ma-tou: Indigenous Television in Aotearoa/New Zealand.\n \n \n \n \n\n\n \n Smith, J.; and Abel, S.\n\n\n \n\n\n\n Reverse Shots: Indigenous Film and Media in an International Context,175. 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Ka$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{smith_ka_2015,\n\ttitle = {Ka {Whawhai} {Tonu} {Ma}-tou: {Indigenous} {Television} in {Aotearoa}/{New} {Zealand}},\n\tshorttitle = {Ka {Whawhai} {Tonu} {Ma}-tou},\n\turl = {https://books.google.co.nz/books?hl=en&lr=&id=6YwxCAAAQBAJ&oi=fnd&pg=PA175&dq=Maori+tv+and+te+reo+Maori&ots=gINUdtJpSq&sig=0q88wRBUxD09wxGFQ1OGifdew6g},\n\tabstract = {In this chapter we examine the emergence of Maori Television, describe its debates over the channel and assess its ability to present a counter-narrative of New Zealand national identity that challenges more orthodox representation of this contemporary settler-nation.},\n\turldate = {2015-12-21},\n\tjournal = {Reverse Shots: Indigenous Film and Media in an International Context},\n\tauthor = {Smith, Jo and Abel, Sue},\n\tyear = {2015},\n\tpages = {175},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The attitude of non-Māori second language learners of the Māori language towards Māori language use.\n \n \n \n \n\n\n \n Myhre, J. R.\n\n\n \n\n\n\n Ph.D. Thesis, University of Otago, 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{myhre_attitude_2015,\n\ttype = {Thesis},\n\ttitle = {The attitude of non-{Māori} second language learners of the {Māori} language towards {Māori} language use},\n\turl = {https://ourarchive.otago.ac.nz/handle/10523/6033},\n\tabstract = {Workplaces like government departments have made considerable efforts over the past several years to improve cultural diversity and support of the Māori language. But what have workplaces like universities, the critic and conscience of our society, done to improve support for the workers who want to speak or learn te reo (the Māori language)? And how can we help improve workers’ attitudes towards te reo? This thesis delves into the attitude of non-Māori second language learners of the Māori language working as university staff towards their Māori language use. The workplace is an area where there is a lot of room for growth of the Māori langauge. This thesis raises questions in several different academic spaces, drawing on research from adult second language acquisition, teaching pedagogy, language revitalisation, social psychology and Māori studies. The thesis contributes to these spaces by researching an area with a large amount of room for growth in terms of support for the Māori language, the workplace. Even though the workplace is not the first context that needs to be focused on, it is a context that is starting to be explored in New Zealand and hopefully this context will become a space where te reo is used regularly in the near future.},\n\tlanguage = {en},\n\turldate = {2015-12-16},\n\tschool = {University of Otago},\n\tauthor = {Myhre, Jacob Rei},\n\tyear = {2015},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Perfecting the Partnership: Revitalising the Maori Language in New Zealand Education and Society 1987-2014.\n \n \n \n \n\n\n \n Benton, R. A.\n\n\n \n\n\n\n Language, Culture and Curriculum, 28(2): 99–112. 2015.\n 5\n\n\n\n
\n\n\n\n \n \n $\"Perfecting$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{benton_perfecting_2015,\n\ttitle = {Perfecting the {Partnership}: {Revitalising} the {Maori} {Language} in {New} {Zealand} {Education} and {Society} 1987-2014},\n\tvolume = {28},\n\tissn = {0790-8318},\n\tshorttitle = {Perfecting the {Partnership}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/07908318.2015.1025001?journalCode=rlcc20},\n\tdoi = {10.1080/07908318.2015.1025001},\n\tabstract = {This paper looks at aspects of Māori language revitalisation since the passage of the Māori Language Act, 1987 which gave official status to the language. It is a sequel to an article on Māori language in education published in this journal the following year [Benton, R. A. (1988). The Maori language in New Zealand education. Language, Culture and Curriculum, 1(2), 75–83]. It traverses developments in the compulsory education sector, the strategies formulated by government agencies, public attitudes towards the language, and policies articulated by the major political parties. Particular attention is paid to the observations and recommendations made in relation to the Māori language in the Waitangi Tribunal's report Ko Aotearoa Tēnei [(2011). Wellington: Legislation Direct].},\n\tlanguage = {eng},\n\tnumber = {2},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {Benton, Richard A.},\n\tyear = {2015},\n\tnote = {5},\n\tkeywords = {Educational Policy, Ethnic Groups, Foreign Countries, Language Attitudes, Language Maintenance, Language Planning, Language of Instruction, Malayo Polynesian Languages, Official Languages, Pacific Islanders, Public Policy, Surveys},\n\tpages = {99--112},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Restlessness, Resoluteness and Reason: Looking Back at 50 Years of Māori Education.\n \n \n \n \n\n\n \n Macfarlane, A. H.\n\n\n \n\n\n\n New Zealand Journal of Educational Studies, 50(2): 177–193. October 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Restlessness,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{macfarlane_restlessness_2015,\n\ttitle = {Restlessness, {Resoluteness} and {Reason}: {Looking} {Back} at 50 {Years} of {Māori} {Education}},\n\tvolume = {50},\n\tissn = {0028-8276, 2199-4714},\n\tshorttitle = {Restlessness, {Resoluteness} and {Reason}},\n\turl = {http://link.springer.com/article/10.1007/s40841-015-0023-y},\n\tdoi = {10.1007/s40841-015-0023-y},\n\tabstract = {Te tūāpapa The growing recognition of Māori education approaches and ways of knowing can be seen both as a response to the erosion and loss of traditional knowledge philosophies through the processes of colonialism and internationalism, and as a means of reclaiming and revaluing Māori language, identity and culture. Improving the educational success of Māori learners and their whānau contributes to ensuring that the goals identified as being critical for Māori advancement, are accomplished. This paper explores the last 50 years of education provision for Māori, starting with historical touchstones that have influenced the recent past, a critique of the recent past itself, and observations of the present cultural drivers—those that harbour promises of a modern story that is authentically inclusive, and responsive to local and global obligations.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2016-06-29},\n\tjournal = {New Zealand Journal of Educational Studies},\n\tauthor = {Macfarlane, Angus Hikairo},\n\tmonth = oct,\n\tyear = {2015},\n\tkeywords = {Ako (pedagogies), Education (general), Kaupapa Māori (ideologies), Mātauranga (epistemologies)},\n\tpages = {177--193},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Nga tikanga a nga mokopuna: Crises in early childhood education policy in Aotearoa New Zealand.\n \n \n \n \n\n\n \n Ritchie, J.\n\n\n \n\n\n\n In Children in Crisis Conference, Children in Crisis Conference, Centre for Global Studies in Education, University of Waikato, Hamilton, New Zealand, 2015. Unitec Institute of Technology\n \n\n\n\n
\n\n\n\n \n \n $\"Nga$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@inproceedings{ritchie_nga_2015,\n\taddress = {University of Waikato, Hamilton, New Zealand},\n\ttitle = {Nga tikanga a nga mokopuna: {Crises} in early childhood education policy in {Aotearoa} {New} {Zealand}},\n\tshorttitle = {Nga tikanga a nga mokopuna},\n\turl = {http://unitec.researchbank.ac.nz/handle/10652/2824},\n\tabstract = {In this paper I propose the existence of a multi-faceted crisis in early childhood care and education in Aotearoa, comprising: -privatisation of the sector (in 2009 40\\% were privately owned, as opposed to 26\\% in the year 2000) (ECE Taskforce Secretariat, 2010) -low expectations for qualifications of staff -concerns regarding capacity of ECCE staff to demonstrate engagement with and responsiveness to whānau Māori (only 23\\% of services in a recent ERO review valued the language, culture and identity of Māori children) (Education Review Office, 2012), and only 9.3\\% of ECCE staff are Māori (New Zealand Ministry of Education, 2013b) - ongoing in-service professional learning for ECCE staff is not available to all services but to those ‘targetted’ by the Ministry (New Zealand Ministry of Education, 2013f) Copious research has shown that ‘quality’ early childhood education is most advantageous to those children most ‘disadvantaged’ (Children's Commissioner, 2013). The Ministry of Education’s ‘Amazing Children’ Taskforce report (New Zealand Ministry of Education, 2011) has been critiqued for its capture by neoliberal discourses of mistrust of educators and their pedagogies (Nuttall, 2013): - Silent on children’s human rights - Instead we see increasingly language of ‘vulnerability’ of ‘children at risk’ - Children as human capital, ECCE as economic benefit - Ideological shift away from common good, social well-being to individualising/corporatizing profit-orientation The view of early childhood education as an economic good is seen in the languaging of the research summary which underpinned the Taskforce’s work: Most of the economic evaluations of ECE programmes have shown that benefits of public spending exceed the costs. Gains are not realised, or are not as great, if the ECE is of poor quality. (New Zealand Ministry of Education, 2010, p.13)},\n\tlanguage = {eng},\n\tbooktitle = {Children in {Crisis} {Conference}, {Children} in {Crisis} {Conference}, {Centre} for {Global} {Studies} in {Education}},\n\tpublisher = {Unitec Institute of Technology},\n\tauthor = {Ritchie, Jenny},\n\tyear = {2015},\n\tkeywords = {130102 Early Childhood Education (excl. Māori), 130107 Te Whāriki (Māori Early Childhood Education), Early Childhood Education, Te Whāriki, neoliberal policy, qualified, registered teachers},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n Bilingual idiosyncratic dimensions of language attitudes.\n \n \n \n \n\n\n \n Santello, M.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism, 18(1): 1–25. 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Bilingual$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{santello_bilingual_2015,\n\ttitle = {Bilingual idiosyncratic dimensions of language attitudes},\n\tvolume = {18},\n\tissn = {1367-0050},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2013.864253},\n\tdoi = {10.1080/13670050.2013.864253},\n\tabstract = {The goal of this study is to identify new dimensions of language attitudes to allow for both their multidimensionality and possible language-specificity stemming from local sociolinguistic environments. Adopting a two-step methodology comprising (1) elicitation of adjectives in group interviews and (2) employment of the semantic differential technique within a direct approach, this article demonstrates that language attitudes of bilinguals may be made up of a number of latent dimensions that go beyond those found in previous academic studies. In particular, Italian English bilinguals in Australia rate their languages according to three idiosyncratic dimensions only partly ascertained in the literature: attractiveness, superiority and efficiency. These three dimensions, emerged through rotated principal component analysis, reveal the significance of bilingualism in attitude formation. Moreover, this study provides insights on language attitudes as constructions avulsed from their contextualised manifestations and indeed accounts for both their language-specific singularity and intrinsic multidimensionality.},\n\tnumber = {1},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Santello, Marco},\n\tyear = {2015},\n\tkeywords = {Bilingualism, Dimension, Language Attitudes, Locality, Multidimensionality},\n\tpages = {1--25},\n}\n\n

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\n \n\n \n \n \n \n \n Ko wai Au? Who am I? Examining the multiple identities of Māori youth.\n \n \n \n\n\n \n Faircloth, S. C.; Hynds, A.; Jacob, H.; Green, C.; and Thompson, P.\n\n\n \n\n\n\n International Journal of Qualitative Studies in Education,1–22. 2015.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{faircloth_ko_2015,\n\ttitle = {Ko wai {Au}? {Who} am {I}? {Examining} the multiple identities of {Māori} youth},\n\tissn = {0951-8398},\n\tshorttitle = {Ko wai {Au}?},\n\tdoi = {10.1080/09518398.2015.1053158},\n\tabstract = {In this paper, we present preliminary findings from a unique collaborative research project involving six Deaf Māori rangatahi (youth) in Tāmaki Makaurau (Auckland), Aotearoa New Zealand. This study utilized kaupapa whānau (research family) protocols, established in consultation with two cultural advisory groups within New Zealand and the young people themselves, combined with elements of photovoice methodology, to explore the identities of these youth. Emerging findings highlight the complex nature of these youth’s cultural identity as well as specific issues related to access to and participation within te ao Māori (the Māori world). Specific and critical reflections on the research process are also included. Article ahead-of-print.},\n\tlanguage = {eng},\n\tjournal = {International Journal of Qualitative Studies in Education},\n\tauthor = {Faircloth, Susan C. and Hynds, Anne and Jacob, Helen and Green, Clint and Thompson, Patrick},\n\tyear = {2015},\n\tkeywords = {Deaf, Identity, Indigenous, Māori},\n\tpages = {1--22},\n}\n\n

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\n \n\n \n \n \n \n \n Ngāti-Porou-ki-Tāmaki. \"Nāti ki te Whare\" Reo Māori Strategy and Action Plan 2010-2015.\n \n \n \n\n\n \n Te Taurahere o Ngāti Porou ki Tāmaki Charitable Trust\n\n\n \n\n\n\n Technical Report 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{te_taurahere_o_ngati_porou_ki_tamaki_charitable_trust_ngati-porou-ki-tamaki._2015,\n\ttitle = {Ngāti-{Porou}-ki-{Tāmaki}. "{Nāti} ki te {Whare}" {Reo} {Māori} {Strategy} and {Action} {Plan} 2010-2015},\n\tauthor = {{Te Taurahere o Ngāti Porou ki Tāmaki Charitable Trust}},\n\tyear = {2015},\n}\n\n

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\n \n\n \n \n \n \n \n ‘New’ Scottish Gaelic speakers in Glasgow: A phonetic study of language revitalisation.\n \n \n \n\n\n \n Nance, C.\n\n\n \n\n\n\n , 44(4): 553–579. 2015.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@article{nance_new_2015,\n\ttitle = {‘{New}’ {Scottish} {Gaelic} speakers in {Glasgow}: {A} phonetic study of language revitalisation},\n\tvolume = {44},\n\tissn = {0047-4045},\n\tshorttitle = {‘{New}’ {Scottish} {Gaelic} speakers in {Glasgow}},\n\tdoi = {10.1017/S0047404515000408},\n\tabstract = {Abstract This article analyses phonetic variation among young people who have learned a minority language in immersion schooling as part of revitalisation measures. Such speakers are increasingly referred to as ‘new speakers’ in an expanding body of literature. The variable phonetic features analysed are vowels, laterals, and intonation in the speech of new Gaelic speakers from Glasgow and the Isle of Lewis. Results support previous work suggesting that new speakers will sound different from ‘traditional speakers’. These results are discussed in terms of language contact, modes of acquisition in revitalisation situations, and the differing perceptions and ideologies surrounding how new speakers use Gaelic. The data also necessitate an examination of some of the assumptions in sociolinguistic models of change and their applicability to contexts of rapid social evolution. (New speakers, language revitalisation, minority languages, Scottish Gaelic, laterals, vowels, intonation) *},\n\tnumber = {4},\n\tauthor = {Nance, Claire},\n\tyear = {2015},\n\tkeywords = {Articles},\n\tpages = {553--579},\n}\n\n

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\n \n\n \n \n \n \n \n \n Aspects of change in the syntax of Māori : a corpus-based study : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy.\n \n \n \n \n\n\n \n Kelly, K. G.\n\n\n \n\n\n\n Ph.D. Thesis, Thesis PhD–Victoria University of Wellington, 2015.\n \n\n\n\n
\n\n\n\n \n \n $\"Aspects$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{kelly_aspects_2015,\n\ttitle = {Aspects of change in the syntax of {Māori} : a corpus-based study : a thesis submitted to the {Victoria} {University} of {Wellington} in fulfilment of the requirements for the degree of {Doctor} of {Philosophy}},\n\tshorttitle = {Aspects of change in the syntax of {Māori}},\n\turl = {http://researcharchive.vuw.ac.nz/handle/10063/4841},\n\tabstract = {In the current climate of Māori language revitalisation, there is ample anecdotal evidence to suggest that not only the vocabulary, but also the syntax of modern Māori is markedly different from its traditional roots, and that it shows significant influence from English syntax. However, syntactic change in Māori has not hitherto been rigorously studied. This thesis aims to provide material evidence of change in Māori syntax, through a corpus-based study of grammatical change in te reo Māori over the period of contact with English. My methodology involved the compilation and comparison of two synchronic corpora representing the two ends of the contact period to provide a diachronic perspective on the language. Each corpus consists of approximately 102,000 running words of material written originally in Māori. The early corpus contains items published pre-1900. The modern material was written post-1990. The thesis is not only an exploration of the possibility of documenting synt actic change through the use of such corpora, but also tests whether it is possible to do this using corpora significantly smaller than the multi-million word corpora typical in corpus linguistics. The scope of this methodology is tested by examining three distinct types of grammatical features: a grammatical particle (the preposition mō), a pair of semantically related lexemes that appear to be undergoing a process of grammaticalisation (the verbs taea and āhei), and a widespread grammatical construction (certain types of relative clauses). In each instance, the two corpora are compared for features such as the frequency of occurrence, the associated constructions, and the contexts of use. In relation to the methodological questions, the thesis concludes that while these corpora are too small to provide adequate data on individual lexical items like taea and āhei, the methodology did make it possible to document change in the other, relatively high-frequency grammatical features ..., \\$\\$C series\\_note\\$\\$V Theses. Maori studies. Ph.D. (Victoria University of Wellington)},\n\tlanguage = {eng},\n\tschool = {Thesis PhD–Victoria University of Wellington},\n\tauthor = {Kelly, Karena Gwen},\n\tyear = {2015},\n\tkeywords = {English language Influence on foreign languages., Maori language Foreign elements English., Maori language Grammar.},\n}\n\n

\n\n\n

\n In the current climate of Māori language revitalisation, there is ample anecdotal evidence to suggest that not only the vocabulary, but also the syntax of modern Māori is markedly different from its traditional roots, and that it shows significant influence from English syntax. However, syntactic change in Māori has not hitherto been rigorously studied. This thesis aims to provide material evidence of change in Māori syntax, through a corpus-based study of grammatical change in te reo Māori over the period of contact with English. My methodology involved the compilation and comparison of two synchronic corpora representing the two ends of the contact period to provide a diachronic perspective on the language. Each corpus consists of approximately 102,000 running words of material written originally in Māori. The early corpus contains items published pre-1900. The modern material was written post-1990. The thesis is not only an exploration of the possibility of documenting synt actic change through the use of such corpora, but also tests whether it is possible to do this using corpora significantly smaller than the multi-million word corpora typical in corpus linguistics. The scope of this methodology is tested by examining three distinct types of grammatical features: a grammatical particle (the preposition mō), a pair of semantically related lexemes that appear to be undergoing a process of grammaticalisation (the verbs taea and āhei), and a widespread grammatical construction (certain types of relative clauses). In each instance, the two corpora are compared for features such as the frequency of occurrence, the associated constructions, and the contexts of use. In relation to the methodological questions, the thesis concludes that while these corpora are too small to provide adequate data on individual lexical items like taea and āhei, the methodology did make it possible to document change in the other, relatively high-frequency grammatical features ..., $$C series_note$$V Theses. Maori studies. Ph.D. (Victoria University of Wellington)\n

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\n \n\n \n \n \n \n \n Indigenous Education Language, Culture and Identity.\n \n \n \n\n\n \n W. James. Jacob editor\n\n\n \n\n\n\n Springer Netherlands, Dordrecht, 2015.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{w._james._jacob_editor_indigenous_2015,\n\taddress = {Dordrecht},\n\ttitle = {Indigenous {Education} {Language}, {Culture} and {Identity}},\n\tisbn = {978-94-017-9355-1},\n\tabstract = {Indigenous Education is a compilation of conceptual chapters and national case studies that includes empirical research based on a series of data collection methods. The book provides up-to-date scholarly research on global trends on three issues of paramount importance with indigenous education—language, culture, and identity. It also offers a strategic comparative and international education policy statement on recent shifts in indigenous education, and new approaches to explore, develop, and improve comparative education and policy research globally. Contributing authors examine several social justice issues related to indigenous education. In addition to case perspectives from 12 countries and global regions, the volume includes five conceptual chapters on topics that influence indigenous education, including policy debates, the media, the united nations, formal and informal education systems, and higher education.},\n\tlanguage = {eng},\n\tpublisher = {Springer Netherlands},\n\tauthor = {{W. James. Jacob editor}},\n\tyear = {2015},\n\tkeywords = {Anthropology., Education, Education., Electronic books., Higher.},\n}\n\n

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@book{thomason_endangered_2015,\n\taddress = {Michigan},\n\ttitle = {Endangered {Languages}: {An} introduction},\n\tisbn = {978-0-521-68453-8},\n\turl = {http://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/endangered-languages-introduction},\n\tabstract = {An introduction to language endangerment. What is it? How and why does it happen? Why should we care?},\n\tlanguage = {eng},\n\turldate = {2016-07-21},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Thomason, Sarah G.},\n\tyear = {2015},\n}\n\n

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@article{keegan_using_2015,\n\ttitle = {Using twitter in an indigenous language: {An} analysis of te reo {Maori} tweets},\n\tvolume = {11},\n\tissn = {1177-1801},\n\tshorttitle = {Using twitter in an indigenous language},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/9235},\n\tabstract = {Language revitalization theory suggests that one way to improve the health of a language is to increase the number of domains where the language is used. Social network platforms provide a variety of domains where indigenous-language communities are able to communicate in their own languages. Although the capability exists, is social networking being used by indigenous-language communities? This paper reports on one particular social networking platform, Twitter, by using two separate methodologies. First, Twitter statistics collated from the Indigenous Tweets website are analysed. The data show that languages such as Basque, Haitian Creole, Welsh, Irish Gaelic, Frisian and Kapampangan do have a presence in the "Twittersphere". Further analysis for te reo Maori (the Maori language) shows that tweets in te reo Maori are rising and peak when certain events occur. The second methodology involved gathering empirical data by tweeting in te reo Maori. This served two purposes: it allowed an ancillary check on the validity of the Indigenous Tweets data and it allowed the opportunity to determine if the number of indigenous-language tweets could be influenced by the actions of one tweeter.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {AlterNative: An International Journal of Indigenous Peoples},\n\tauthor = {Keegan, Te Taka and Mato, Paora and Ruru, Stacey},\n\tyear = {2015},\n\tkeywords = {Indigenous peoples–Language, Language Revival, Maori language–Social aspects, Mass media–Social aspects, Microblogs, Twitter},\n\tpages = {59--75},\n}\n\n

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@article{derakhshan_social_2015,\n\ttitle = {Social {Networks} for {Language} {Learning}},\n\tvolume = {5},\n\tissn = {1799-2591},\n\turl = {http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls050510901095/233},\n\tabstract = {Social networks play indispensable roles in fostering second language learning by providing a wide array of authentic materials. The purpose of this review is to consider social networks, such as Facebook, Electronic mail, Computer media which are proven to be effective to increase students' learning English out of the classes. Social networks facilitate students' interaction to share their ideas, and provide an opportunity for learners to experience online tools to foster their learning skills. It was realized that these online tools (e.g. Facebook, Email, and Computer media) can be used to improve students' language skills especially writing skill. Internet tools help the second language learners to accelerate their learning by being up-to-date and self-directed. In this paper, the literatures were reviewed to find positive aspects of using Facebook to improve second language learning. The researchers also pointed out that second language is learned incidentally and directly from second language speakers of different culture via Emails. Students can use e-mail to communicate with their teachers and with second language speakers or native speakers. Computer media are also useful means to guide those learners who are passively focused on English learning. The review would conclude that social interaction via social networks is a kind of stimulus for learners to communicate with others.},\n\tlanguage = {eng},\n\tnumber = {5},\n\tjournal = {Theory and Practice in Language Studies},\n\tauthor = {Derakhshan, Ali and Hasanabbasi, Samareh},\n\tyear = {2015},\n\tkeywords = {Internet, Language acquisition, Listening, Literature Reviews, Personal Computers, Second Language Learning, Skills, Social Networks, Social Research, Verbal Communication, Writing},\n\tpages = {1090--1095},\n}\n\n

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@techreport{zuckermann_engaging_2015,\n\ttitle = {Engaging – {A} {Guide} to {Interacting} {Respectfully} and {Reciprocally} with {Aboriginal} and {Torres} {Strait} {Islander} {People}, and their {Arts} {Practices} and {Intellectual} {Property} engaging},\n\turl = {http://www.zuckermann.org/guide.html},\n\tabstract = {The aim of the book is to give people (in general non-indigenous academics) the confidence to truly engage and collaborate with each other to achieve goals that benefit all and in particular take account of the context: cultural beliefs and practices of people from indigenous communities in Australia. We encourage you to create your own protocols, and hope this guidebook will help you design your own detailed map for your journey. With approximately 330 language groups and nations across Australia, this guidebook is far from a complete resource. Many groups do have shared understandings of intellectual property and cultural protocols, but differences ought to be respected. Whether you are an Indigenous person or not, you need to consult locally about what is appropriate locally. Indigenous peoples worldwide have rights under the United Nations convention. Universities are legally obligated to engage with communities in a way that respects these rights. Academic users will gain confidence in Reach a deeper understanding of cultures. Feel confident in engaging with traditional cultures. Build lasting relationships with communities. Correctly handle paperwork, for example with regard to consent. Understand why art inspired by traditional cultures can be controversial, and how to avoid causing harm. Fathom intellectual property, with an easy guide to the ins and outs of copyright. Familiarise yourself with payment and other ways to share benefits with communities.},\n\turldate = {2016-07-21},\n\tauthor = {{Zuckermann} and Kellett, Sarah and {Jaky Troy,} and {Michael Colbung,} and Alghurabi, Lur and Anderson, Geoff and Rigney, Lester-Irabinna and Caruso, Jenni and Couzens, Vicki and Arbon, , Veronica and Walsh, Michael and Atkinson, Stephen},\n\tyear = {2015},\n}\n\n

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@techreport{mcivor_reviving_2015,\n\ttitle = {Reviving your language through education: {BC} first nations language education planning workbook.},\n\turl = {http://www.fnesc.ca/wp/wp-content/uploads/2016/01/PUBLICATION-61373-WEB-VERSION-FNESC-Language-Education-Planning-WB-V02-F-HI-No-Marks-2016.pdf},\n\tabstract = {This workbook is a user-friendly resource for lanning First Nations language programs. It is meant for use by anyone who is interested - from community members, teachers, elders, parents, youth, school personnel, administrators, and community eadership. The hope is that First Nations advocates, educators and communities will be able to use this tool to further develop a clear vision for language education, fully understand their current language situation and resources, and exit with a comprehensive plan for achieving their vision. There are many excellent resources available, and a lot of research has been done in First Nations Language revitalization. This resource is meant to complement this work and will lead you to some of these resources already available. What is different about this guide is the focus on planning language education at any level in your community. Examples of this are early childhood language nests, including language as a subject in your school, creating an immersion class, or language classes for adults.},\n\turldate = {2016-07-18},\n\tinstitution = {First Nations Education Steering Committee and First Nations Schools Association},\n\tauthor = {{McIvor}},\n\tyear = {2015},\n\tpages = {68},\n}\n\n

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@article{smith_ka_2015,\n\ttitle = {Ka {Whawhai} {Tonu} {Ma}-tou: {Indigenous} {Television} in {Aotearoa}/{New} {Zealand}},\n\tshorttitle = {Ka {Whawhai} {Tonu} {Ma}-tou},\n\turl = {https://books.google.co.nz/books?hl=en&lr=&id=6YwxCAAAQBAJ&oi=fnd&pg=PA175&dq=Maori+tv+and+te+reo+Maori&ots=gINUdtJpSq&sig=0q88wRBUxD09wxGFQ1OGifdew6g},\n\tabstract = {In this chapter we examine the emergence of Maori Television, describe its debates over the channel and assess its ability to present a counter-narrative of New Zealand national identity that challenges more orthodox representation of this contemporary settler-nation.},\n\turldate = {2015-12-21},\n\tjournal = {Reverse Shots: Indigenous Film and Media in an International Context},\n\tauthor = {Smith, Jo and Abel, Sue},\n\tyear = {2015},\n\tpages = {175},\n}\n\n

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@phdthesis{myhre_attitude_2015,\n\ttype = {Thesis},\n\ttitle = {The attitude of non-{Māori} second language learners of the {Māori} language towards {Māori} language use},\n\turl = {https://ourarchive.otago.ac.nz/handle/10523/6033},\n\tabstract = {Workplaces like government departments have made considerable efforts over the past several years to improve cultural diversity and support of the Māori language. But what have workplaces like universities, the critic and conscience of our society, done to improve support for the workers who want to speak or learn te reo (the Māori language)? And how can we help improve workers’ attitudes towards te reo? This thesis delves into the attitude of non-Māori second language learners of the Māori language working as university staff towards their Māori language use. The workplace is an area where there is a lot of room for growth of the Māori langauge. This thesis raises questions in several different academic spaces, drawing on research from adult second language acquisition, teaching pedagogy, language revitalisation, social psychology and Māori studies. The thesis contributes to these spaces by researching an area with a large amount of room for growth in terms of support for the Māori language, the workplace. Even though the workplace is not the first context that needs to be focused on, it is a context that is starting to be explored in New Zealand and hopefully this context will become a space where te reo is used regularly in the near future.},\n\tlanguage = {en},\n\turldate = {2015-12-16},\n\tschool = {University of Otago},\n\tauthor = {Myhre, Jacob Rei},\n\tyear = {2015},\n}\n\n

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@article{benton_perfecting_2015,\n\ttitle = {Perfecting the {Partnership}: {Revitalising} the {Maori} {Language} in {New} {Zealand} {Education} and {Society} 1987-2014},\n\tvolume = {28},\n\tissn = {0790-8318},\n\tshorttitle = {Perfecting the {Partnership}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/07908318.2015.1025001?journalCode=rlcc20},\n\tdoi = {10.1080/07908318.2015.1025001},\n\tabstract = {This paper looks at aspects of Māori language revitalisation since the passage of the Māori Language Act, 1987 which gave official status to the language. It is a sequel to an article on Māori language in education published in this journal the following year [Benton, R. A. (1988). The Maori language in New Zealand education. Language, Culture and Curriculum, 1(2), 75–83]. It traverses developments in the compulsory education sector, the strategies formulated by government agencies, public attitudes towards the language, and policies articulated by the major political parties. Particular attention is paid to the observations and recommendations made in relation to the Māori language in the Waitangi Tribunal's report Ko Aotearoa Tēnei [(2011). Wellington: Legislation Direct].},\n\tlanguage = {eng},\n\tnumber = {2},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {Benton, Richard A.},\n\tyear = {2015},\n\tnote = {5},\n\tkeywords = {Educational Policy, Ethnic Groups, Foreign Countries, Language Attitudes, Language Maintenance, Language Planning, Language of Instruction, Malayo Polynesian Languages, Official Languages, Pacific Islanders, Public Policy, Surveys},\n\tpages = {99--112},\n}\n\n

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@article{macfarlane_restlessness_2015,\n\ttitle = {Restlessness, {Resoluteness} and {Reason}: {Looking} {Back} at 50 {Years} of {Māori} {Education}},\n\tvolume = {50},\n\tissn = {0028-8276, 2199-4714},\n\tshorttitle = {Restlessness, {Resoluteness} and {Reason}},\n\turl = {http://link.springer.com/article/10.1007/s40841-015-0023-y},\n\tdoi = {10.1007/s40841-015-0023-y},\n\tabstract = {Te tūāpapa The growing recognition of Māori education approaches and ways of knowing can be seen both as a response to the erosion and loss of traditional knowledge philosophies through the processes of colonialism and internationalism, and as a means of reclaiming and revaluing Māori language, identity and culture. Improving the educational success of Māori learners and their whānau contributes to ensuring that the goals identified as being critical for Māori advancement, are accomplished. This paper explores the last 50 years of education provision for Māori, starting with historical touchstones that have influenced the recent past, a critique of the recent past itself, and observations of the present cultural drivers—those that harbour promises of a modern story that is authentically inclusive, and responsive to local and global obligations.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2016-06-29},\n\tjournal = {New Zealand Journal of Educational Studies},\n\tauthor = {Macfarlane, Angus Hikairo},\n\tmonth = oct,\n\tyear = {2015},\n\tkeywords = {Ako (pedagogies), Education (general), Kaupapa Māori (ideologies), Mātauranga (epistemologies)},\n\tpages = {177--193},\n}\n\n

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@inproceedings{ritchie_nga_2015,\n\taddress = {University of Waikato, Hamilton, New Zealand},\n\ttitle = {Nga tikanga a nga mokopuna: {Crises} in early childhood education policy in {Aotearoa} {New} {Zealand}},\n\tshorttitle = {Nga tikanga a nga mokopuna},\n\turl = {http://unitec.researchbank.ac.nz/handle/10652/2824},\n\tabstract = {In this paper I propose the existence of a multi-faceted crisis in early childhood care and education in Aotearoa, comprising: -privatisation of the sector (in 2009 40\\% were privately owned, as opposed to 26\\% in the year 2000) (ECE Taskforce Secretariat, 2010) -low expectations for qualifications of staff -concerns regarding capacity of ECCE staff to demonstrate engagement with and responsiveness to whānau Māori (only 23\\% of services in a recent ERO review valued the language, culture and identity of Māori children) (Education Review Office, 2012), and only 9.3\\% of ECCE staff are Māori (New Zealand Ministry of Education, 2013b) - ongoing in-service professional learning for ECCE staff is not available to all services but to those ‘targetted’ by the Ministry (New Zealand Ministry of Education, 2013f) Copious research has shown that ‘quality’ early childhood education is most advantageous to those children most ‘disadvantaged’ (Children's Commissioner, 2013). The Ministry of Education’s ‘Amazing Children’ Taskforce report (New Zealand Ministry of Education, 2011) has been critiqued for its capture by neoliberal discourses of mistrust of educators and their pedagogies (Nuttall, 2013): - Silent on children’s human rights - Instead we see increasingly language of ‘vulnerability’ of ‘children at risk’ - Children as human capital, ECCE as economic benefit - Ideological shift away from common good, social well-being to individualising/corporatizing profit-orientation The view of early childhood education as an economic good is seen in the languaging of the research summary which underpinned the Taskforce’s work: Most of the economic evaluations of ECE programmes have shown that benefits of public spending exceed the costs. Gains are not realised, or are not as great, if the ECE is of poor quality. (New Zealand Ministry of Education, 2010, p.13)},\n\tlanguage = {eng},\n\tbooktitle = {Children in {Crisis} {Conference}, {Children} in {Crisis} {Conference}, {Centre} for {Global} {Studies} in {Education}},\n\tpublisher = {Unitec Institute of Technology},\n\tauthor = {Ritchie, Jenny},\n\tyear = {2015},\n\tkeywords = {130102 Early Childhood Education (excl. Māori), 130107 Te Whāriki (Māori Early Childhood Education), Early Childhood Education, Te Whāriki, neoliberal policy, qualified, registered teachers},\n}\n\n

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@article{santello_bilingual_2015,\n\ttitle = {Bilingual idiosyncratic dimensions of language attitudes},\n\tvolume = {18},\n\tissn = {1367-0050},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2013.864253},\n\tdoi = {10.1080/13670050.2013.864253},\n\tabstract = {The goal of this study is to identify new dimensions of language attitudes to allow for both their multidimensionality and possible language-specificity stemming from local sociolinguistic environments. Adopting a two-step methodology comprising (1) elicitation of adjectives in group interviews and (2) employment of the semantic differential technique within a direct approach, this article demonstrates that language attitudes of bilinguals may be made up of a number of latent dimensions that go beyond those found in previous academic studies. In particular, Italian English bilinguals in Australia rate their languages according to three idiosyncratic dimensions only partly ascertained in the literature: attractiveness, superiority and efficiency. These three dimensions, emerged through rotated principal component analysis, reveal the significance of bilingualism in attitude formation. Moreover, this study provides insights on language attitudes as constructions avulsed from their contextualised manifestations and indeed accounts for both their language-specific singularity and intrinsic multidimensionality.},\n\tnumber = {1},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Santello, Marco},\n\tyear = {2015},\n\tkeywords = {Bilingualism, Dimension, Language Attitudes, Locality, Multidimensionality},\n\tpages = {1--25},\n}\n\n

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@article{faircloth_ko_2015,\n\ttitle = {Ko wai {Au}? {Who} am {I}? {Examining} the multiple identities of {Māori} youth},\n\tissn = {0951-8398},\n\tshorttitle = {Ko wai {Au}?},\n\tdoi = {10.1080/09518398.2015.1053158},\n\tabstract = {In this paper, we present preliminary findings from a unique collaborative research project involving six Deaf Māori rangatahi (youth) in Tāmaki Makaurau (Auckland), Aotearoa New Zealand. This study utilized kaupapa whānau (research family) protocols, established in consultation with two cultural advisory groups within New Zealand and the young people themselves, combined with elements of photovoice methodology, to explore the identities of these youth. Emerging findings highlight the complex nature of these youth’s cultural identity as well as specific issues related to access to and participation within te ao Māori (the Māori world). Specific and critical reflections on the research process are also included. Article ahead-of-print.},\n\tlanguage = {eng},\n\tjournal = {International Journal of Qualitative Studies in Education},\n\tauthor = {Faircloth, Susan C. and Hynds, Anne and Jacob, Helen and Green, Clint and Thompson, Patrick},\n\tyear = {2015},\n\tkeywords = {Deaf, Identity, Indigenous, Māori},\n\tpages = {1--22},\n}\n\n

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@techreport{te_taurahere_o_ngati_porou_ki_tamaki_charitable_trust_ngati-porou-ki-tamaki._2015,\n\ttitle = {Ngāti-{Porou}-ki-{Tāmaki}. "{Nāti} ki te {Whare}" {Reo} {Māori} {Strategy} and {Action} {Plan} 2010-2015},\n\tauthor = {{Te Taurahere o Ngāti Porou ki Tāmaki Charitable Trust}},\n\tyear = {2015},\n}\n\n

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@article{nance_new_2015,\n\ttitle = {‘{New}’ {Scottish} {Gaelic} speakers in {Glasgow}: {A} phonetic study of language revitalisation},\n\tvolume = {44},\n\tissn = {0047-4045},\n\tshorttitle = {‘{New}’ {Scottish} {Gaelic} speakers in {Glasgow}},\n\tdoi = {10.1017/S0047404515000408},\n\tabstract = {Abstract This article analyses phonetic variation among young people who have learned a minority language in immersion schooling as part of revitalisation measures. Such speakers are increasingly referred to as ‘new speakers’ in an expanding body of literature. The variable phonetic features analysed are vowels, laterals, and intonation in the speech of new Gaelic speakers from Glasgow and the Isle of Lewis. Results support previous work suggesting that new speakers will sound different from ‘traditional speakers’. These results are discussed in terms of language contact, modes of acquisition in revitalisation situations, and the differing perceptions and ideologies surrounding how new speakers use Gaelic. The data also necessitate an examination of some of the assumptions in sociolinguistic models of change and their applicability to contexts of rapid social evolution. (New speakers, language revitalisation, minority languages, Scottish Gaelic, laterals, vowels, intonation) *},\n\tnumber = {4},\n\tauthor = {Nance, Claire},\n\tyear = {2015},\n\tkeywords = {Articles},\n\tpages = {553--579},\n}\n\n

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\n \n 2014\n \n \n (47)\n \n \n

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\n \n\n \n \n \n \n \n World Indigenous Peoples' Conference on Education: E mau ana ka mo'olelo = Our narratives edure : May 19 -14 2014, O'ahu, Hawai'i.\n \n \n \n\n\n \n World Indigenous Peoples' Conference on Education; Native Hawaiian Education Association; and University of Hawaii (System),\n editors.\n \n\n\n \n\n\n\n 2014.\n OCLC: 904337630\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{world_indigenous_peoples_conference_on_education_world_2014,\n\ttitle = {World {Indigenous} {Peoples}' {Conference} on {Education}: {E} mau ana ka mo'olelo = {Our} narratives edure : {May} 19 -14 2014, {O}'ahu, {Hawai}'i.},\n\tisbn = {978-1-4995-8975-7},\n\tshorttitle = {World {Indigenous} {Peoples}' {Conference} on {Education}},\n\tlanguage = {English},\n\teditor = {{World Indigenous Peoples' Conference on Education} and {Native Hawaiian Education Association} and {University of Hawaii (System)}},\n\tyear = {2014},\n\tnote = {OCLC: 904337630},\n}\n\n

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\n \n\n \n \n \n \n \n \n 2013 Census QuickStats. About culture and identity.\n \n \n \n \n\n\n \n Statistics New Zealand\n\n\n \n\n\n\n Technical Report 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"2013$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{statistics_new_zealand_2013_2014,\n\ttitle = {2013 {Census} {QuickStats}. {About} culture and identity},\n\turl = {http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-culture-identity.aspx},\n\tabstract = {All 2013 data in this report is based on the census usually resident population count from New Zealand's 2013 Census of Population and Dwellings, held on 5 March 2013. The 2006 and 2001 data that has been included for comparison purposes is based on the census usually resident population counts from New Zealand's 2006 and 2001 Censuses.},\n\tauthor = {{Statistics New Zealand}},\n\tyear = {2014},\n\tkeywords = {2013, Culture, Identity, census, quickstats, statistics},\n}\n\n

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\n \n\n \n \n \n \n \n \n Developing a Maori Language Mathematics Lexicon: Challenges for Corpus Planning in Indigenous Language Contexts.\n \n \n \n \n\n\n \n Trinick, T.; and May, S.\n\n\n \n\n\n\n Current Issues in Language Planning, 14: 457–4), p.457–473. 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Developing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{trinick_developing_2014,\n\ttitle = {Developing a {Maori} {Language} {Mathematics} {Lexicon}: {Challenges} for {Corpus} {Planning} in {Indigenous} {Language} {Contexts}},\n\tvolume = {14},\n\tissn = {1466-4208},\n\tshorttitle = {Developing a {Maori} {Language} {Mathematics} {Lexicon}},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/27910},\n\tdoi = {10.1080/14664208.2013.835149},\n\tabstract = {Over the last 25 years, there has been significant modernisation and elaboration of the Maori language mathematics lexicon and register to support the teaching of (Western) mathematics as a component of Maori-medium schooling. These developments are situated within the wider Maori language revitalisation movement in Aotearoa/New Zealand, of which Maori-medium education is a central component. A feature of the initial development of a Maori mathematics lexicon was the informal approach taken, involving elders, teachers and community working together to establish a corpus of appropriate terms, rather than any formal language planning approach. Subsequently, two state agencies, Te Taura Whiri i te Reo Maori (the Maori Language Commission) and the New Zealand Ministry of Education assumed a formal role in the standardisation and elaboration process. Due to limitations in resources and expertise, the Commission eventually withdrew from the process of developing the specialised lexicon for schooling and, in their absence, ongoing lexical development was entrusted to a group of Maori-medium mathematics educators (Te Ohu Pangarau) and closely linked to the Ministry of Education's numeracy strategies. However, the process of linguistic modernisation of the Maori language to support the teaching of school subjects such as mathematics has since raised a number of conflicting tensions and linguistic issues, particularly among the older generation of Maori language speakers. This paper explores the process of development and the at-times conflicting linguistic ideologies which influenced the lexication and codification of the Maori-medium mathematics terminology. It also specifically examines the roles, policies and beliefs of the agents, including the two state agencies, involved in the process, charting the connections between micro, meso and macro language policy and practices in this context.},\n\tlanguage = {eng},\n\tjournal = {Current Issues in Language Planning},\n\tauthor = {Trinick, Tony and May, Stephen},\n\tyear = {2014},\n\tkeywords = {Bilingual Education, Change Agents, Computational Linguistics, Educational Change, Educational History, English (Second Language), Ethnic Groups, Foreign Countries, Language Maintenance, Language Planning, Language Variation, Language of Instruction, Malayo Polynesian Languages, Mathematics Instruction, Native Language, Pacific Islanders, Second Language Learning, Teaching Methods},\n\tpages = {457--4), p.457--473},\n}\n\n

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\n \n\n \n \n \n \n \n Indigenous Culture and Society.\n \n \n \n\n\n \n Huia, A. T.\n\n\n \n\n\n\n Psychology and Developing Societies, 26(2): 233–261. 2014.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{huia_indigenous_2014,\n\ttitle = {Indigenous {Culture} and {Society}},\n\tvolume = {26},\n\tissn = {0971-3336},\n\tdoi = {10.1177/0971333614549142},\n\tabstract = {The colonial relationship between Māori and Pākehā cultures has often resulted in the deprioritisation of mātauranga Māori (including te reo Māori) from both Māori and Pākehā (NZ Europeans). Interviews with 19 Māori language learners explored how Māori and Pākehā relationships developed in a post/neo-colonial society where Pākehā cultural norms govern public domains. Participants explained how it was possible to prioritise Māori knowledge and language in a society that is discriminatory towards Māori. Predominant ways in which Māori were protected from discrimination towards their own language, culture and people were through creating spaces where Māori language and customs were normalised. For some participants, the unequal relationship between Pākehā and Māori was highlighted as a result of their increased engagement with Māori culture and communities. Finally, results indicated that Māori often needed to take on the responsibility of educating Pākehā about preconceived ideas that they held towards their culture.},\n\tnumber = {2},\n\tjournal = {Psychology and Developing Societies},\n\tauthor = {Huia, Awanui Te},\n\tyear = {2014},\n\tkeywords = {Acculturation, Cultural Enhancement, Intercultural Awareness},\n\tpages = {233--261},\n}\n\n

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\n \n\n \n \n \n \n \n Passing Te Reo Maori bill is a key priority.\n \n \n \n\n\n \n \n\n\n \n\n\n\n M2 Presswire. 2014.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{noauthor_passing_2014,\n\ttitle = {Passing {Te} {Reo} {Maori} bill is a key priority},\n\tabstract = {New Zealand Government - The Minister for Maori Development is committed to progressing the Maori Language (Te Reo Maori) Bill and the establishment of a new entity Te Matawai to lead the revitalisation of te reo Maori. "I support the principle of the legislation that iwi and Maori should lead the revitalisation of te reo Maori. We must have whanau, hapu and iwi at the helm if we are to hear and see our language thriving again," says Hon Te Ururoa Flavell.},\n\tlanguage = {eng},\n\tjournal = {M2 Presswire},\n\tyear = {2014},\n}\n\n

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\n \n\n \n \n \n \n \n Reclaiming Indigenous Languages: A Reconsideration of the Roles and Responsibilities of Schools.\n \n \n \n\n\n \n Mccarty, T. L.; and Nicholas, S. E.\n\n\n \n\n\n\n Review of Research in Education, 38(1): 106–136. 2014.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{mccarty_reclaiming_2014,\n\ttitle = {Reclaiming {Indigenous} {Languages}: {A} {Reconsideration} of the {Roles} and {Responsibilities} of {Schools}},\n\tvolume = {38},\n\tissn = {0091-732X},\n\tshorttitle = {Reclaiming {Indigenous} {Languages}},\n\tdoi = {10.3102/0091732X13507894},\n\tabstract = {In this chapter, the authors offer a critical examination of a growing field of educational inquiry and social practice: the reclamation of Indigenous mother tongues. They use the term "reclamation" purposefully to denote that these are languages that have been forcibly subordinated in contexts of colonization. Language reclamation includes revival of a language no longer spoken as a first language, "revitalization" of a language already in use, and "reversal" of language shift (RLS), a term popularized by Joshua Fishman (1991) to describe the reengineering of social supports for intergenerational mother tongue transmission. All of these processes involve what Maori scholar Margie Kahukura Hohepa (2006) calls "language regeneration," a term that speaks of "growth and regrowth," recognizing that nothing "regrows in exactly the same shape that it had previously, or in exactly the same direction. The causes underlying shift from a community language to a dominating one are complex and power linked. The authors' goal is to peel back the layers of that complexity. This review is organized around two foci: (1) School-based language reclamation: whether or how schools might be efficacious sites for language reclamation; and (2) Geographic: Native North America illuminates the wide range of language planning challenges and possibilities that attend the sociohistorical, educational, and sociolinguistic circumstances of diverse Indigenous peoples, as well as crosscutting themes of language education policy, sovereignty, and human rights.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Review of Research in Education},\n\tauthor = {Mccarty, Teresa L. and Nicholas, Sheilah E.},\n\tyear = {2014},\n\tkeywords = {American Indian Culture, American Indian Languages, Civil Rights, Cultural Pluralism, Educational Policy, Educational Research, Foreign Countries, Foreign Policy, History, Indigenous Knowledge, Language Maintenance, Language Planning, Language Skill Attrition, Native Language, Native Language Instruction, School Responsibility, School Role, Self Determination, Sociolinguistics},\n\tpages = {106--136},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Reo Māori as a Subject: The Impact of Language Ideology, Language Practice, and Language Management on Secondary School Students’ Decision Making.\n \n \n \n \n\n\n \n Jeurissen, M.\n\n\n \n\n\n\n The Australian Journal of Indigenous Education, 43(02): 175–184. 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{jeurissen_te_2014,\n\ttitle = {Te {Reo} {Māori} as a {Subject}: {The} {Impact} of {Language} {Ideology}, {Language} {Practice}, and {Language} {Management} on {Secondary} {School} {Students}’ {Decision} {Making}},\n\tvolume = {43},\n\tshorttitle = {Te {Reo} {Māori} as a {Subject}},\n\turl = {http://journals.cambridge.org/abstract_S1326011114000143},\n\tabstract = {Te reo Māori, the Indigenous language of Aotearoa (New Zealand), remains ‘endangered’ despite concentrated ongoing efforts to reverse declining numbers of speakers. Most of these efforts have focused on te reo Māori immersion education settings as these were considered the most effective means to ensure the survival of the language (May \\& Hill, 2008). More recently, the home has been identified as an important setting for language regeneration (Te Puni Kokiri, 2011). Despite the fact that the vast majority of secondary school-aged students (both Māori and non-Māori) attend English-medium schools, these settings are seldom considered as having potential to increase numbers of te reo Māori speakers. This article reports findings from a case study of one English-medium secondary school where factors surrounding the uptake of te reo Māori as a subject were investigated. Using Spolsky and Shohamy's (2000) language policy framework as an explanatory lens, it was revealed that even when students’ language ideologies orient them towards learning te reo Māori, language management and practice decisions can discourage rather than encourage this choice.},\n\tnumber = {02},\n\turldate = {2015-12-01},\n\tjournal = {The Australian Journal of Indigenous Education},\n\tauthor = {Jeurissen, Maree},\n\tyear = {2014},\n\tpages = {175--184},\n}\n\n

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\n \n\n \n \n \n \n \n \n Transitioning from Māori-medium to English-medium education: emerging findings of a pilot study.\n \n \n \n \n\n\n \n Hill, R.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism,1–17. 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Transitioning$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hill_transitioning_2014,\n\ttitle = {Transitioning from {Māori}-medium to {English}-medium education: emerging findings of a pilot study},\n\tissn = {1367-0050},\n\tshorttitle = {Transitioning from {Māori}-medium to {English}-medium education},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2014.980777?journalCode=rbeb20},\n\tdoi = {10.1080/13670050.2014.980777},\n\tabstract = {Māori-bilingual education in New Zealand has come a long way towards injecting life into the Māori language. However, only a small number of families commit to bilingual education for the long term. This paper discusses why Māori parents either turn away from Māori-bilingual education or prematurely transition to English-medium schools. It then reports the findings of an ethnographic pilot study of a Māori-bilingual graduate who transitioned to an English-medium secondary school after more than eight years attending Māori-bilingual programmes. The student's transition was very successful, both in terms of acquiring high levels of academic language proficiency and necessary cultural knowledge. However, it was highly reliant on the support and interventions her parents provided throughout her schooling – particularly regarding both English and Māori languages. This article focuses on the student's first year of transition and, in particular, the language and cultural issues that her family had to navigate to ensure her success. Article ahead-of-print.},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Hill, Richard},\n\tyear = {2014},\n\tkeywords = {Bilingualism, Biliteracy, Cultural Capital, English Transition, Indigenous, Māori-Medium},\n\tpages = {1--17},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Kupenga 2013 (English) Key facts.\n \n \n \n \n\n\n \n Macpherson, L.\n\n\n \n\n\n\n Technical Report May, 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{macpherson_te_2014,\n\ttitle = {Te {Kupenga} 2013 ({English}) {Key} facts},\n\turl = {http://www.stats.govt.nz/browse_for_stats/people_and_communities/maori/TeKupenga_HOTP13.aspx},\n\tabstract = {No Abstract},\n\tnumber = {May},\n\tauthor = {Macpherson, Liz},\n\tyear = {2014},\n\tpages = {1--27},\n}\n\n

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\n \n\n \n \n \n \n \n \n Understanding the Māori Television Service’s Policy and Legislation: The First Ten Years.\n \n \n \n \n\n\n \n Freeman-Tayler, K.\n\n\n \n\n\n\n Ph.D. Thesis, Victoria University of Wellington, 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Understanding$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{freeman-tayler_understanding_2014,\n\ttitle = {Understanding the {Māori} {Television} {Service}’s {Policy} and {Legislation}: {The} {First} {Ten} {Years}},\n\tshorttitle = {Understanding the {Māori} {Television} {Service}’s {Policy} and {Legislation}},\n\turl = {http://researcharchive.vuw.ac.nz/handle/10063/3624},\n\tabstract = {The Māori Television Service emerged in 2004 after many years of political agitation by Māori for the New Zealand government to protect and promote Māori language and culture. Given the subsequent broadcaster’s role in promoting te reo me ngā tikanga Māori, this research project seeks to answer the questions: what strategies for language revitalisation are revealed in the Māori Television Service’s governing policy documents produced from 2003-2013, and how are the Māori Television Service’s strategies for language revitalisation informed by the operating environment of the broadcaster? To answer these questions, discourse analysis of the Māori Television Service’s governing policy documents, and those which inform it, is used to reveal the broadcaster’s strategies for language revitalisation. These documents are contextualised in relation to the wider Māori language struggle, the New Zealand broadcast industry, and socio-political, cultural and economic shifts between 2003 and 2013. Such contextualisation demonstrates the purpose of the broadcaster’s strategies for language revitalisation, how and why these strategies have changed and how these shifts reflect the Māori Television Service’s negotiation of different stakeholders. Research findings suggest that the Māori Television Service has deployed a range of strategies that enable it to meet its legislative obligations as well as respond to community and industry stakeholders. These strategies include building an audience for its language programming content, operating as a financially prudent Māori organisation, and developing programming strategies in light of technological shifts. The thesis argues that these strategies contribute to the naturalisation and normalisation of te reo me ngā tikanga Māori within the national imaginary, and that these reflect key tactics for language revitalisation as set out in the 2003 Māori Language Strategy. The thesis also identifies a shift from the Māori Television Service’s focus on language programming quantity to language programming quality, and a shift to focusing on te reo speakers over a broad viewer base, across the ten year period of the broadcaster’s existence. The thesis aligns these more recent language programming strategies in relation to current changes in language revitalisation activities. In revealing the competing pressures faced by the broadcaster, this thesis highlights the role the Māori Television Service has played in increasing the symbolic value of te reo Māori, as well as how it has contributed to language revitalisation strategies in sectors beyond broadcasting.},\n\tlanguage = {en\\_NZ},\n\turldate = {2015-12-22},\n\tschool = {Victoria University of Wellington},\n\tauthor = {Freeman-Tayler, Katie},\n\tyear = {2014},\n}\n\n

\n\n\n

\n The Māori Television Service emerged in 2004 after many years of political agitation by Māori for the New Zealand government to protect and promote Māori language and culture. Given the subsequent broadcaster’s role in promoting te reo me ngā tikanga Māori, this research project seeks to answer the questions: what strategies for language revitalisation are revealed in the Māori Television Service’s governing policy documents produced from 2003-2013, and how are the Māori Television Service’s strategies for language revitalisation informed by the operating environment of the broadcaster? To answer these questions, discourse analysis of the Māori Television Service’s governing policy documents, and those which inform it, is used to reveal the broadcaster’s strategies for language revitalisation. These documents are contextualised in relation to the wider Māori language struggle, the New Zealand broadcast industry, and socio-political, cultural and economic shifts between 2003 and 2013. Such contextualisation demonstrates the purpose of the broadcaster’s strategies for language revitalisation, how and why these strategies have changed and how these shifts reflect the Māori Television Service’s negotiation of different stakeholders. Research findings suggest that the Māori Television Service has deployed a range of strategies that enable it to meet its legislative obligations as well as respond to community and industry stakeholders. These strategies include building an audience for its language programming content, operating as a financially prudent Māori organisation, and developing programming strategies in light of technological shifts. The thesis argues that these strategies contribute to the naturalisation and normalisation of te reo me ngā tikanga Māori within the national imaginary, and that these reflect key tactics for language revitalisation as set out in the 2003 Māori Language Strategy. The thesis also identifies a shift from the Māori Television Service’s focus on language programming quantity to language programming quality, and a shift to focusing on te reo speakers over a broad viewer base, across the ten year period of the broadcaster’s existence. The thesis aligns these more recent language programming strategies in relation to current changes in language revitalisation activities. In revealing the competing pressures faced by the broadcaster, this thesis highlights the role the Māori Television Service has played in increasing the symbolic value of te reo Māori, as well as how it has contributed to language revitalisation strategies in sectors beyond broadcasting.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Enhancing Children's Numeracy & Te Reo Skills using Computer Games: Proceedings of 22nd International Conference on Computers in Education (ICCE)(Ed.).\n \n \n \n \n\n\n \n Nand, K.; Baghaei, N.; and Casey, J.\n\n\n \n\n\n\n In Proceedings of 22nd International Conference on Computers in Education (ICCE)(Ed.), Nara, Japan. 30 November - 4 December, 2014., pages 647–652, Nara, Japan, 2014. International Conference on Computers in Education\n \n\n\n\n
\n\n\n\n \n \n $\"Enhancing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@inproceedings{nand_enhancing_2014,\n\taddress = {Nara, Japan},\n\ttitle = {Enhancing {Children}'s {Numeracy} \\& {Te} {Reo} {Skills} using {Computer} {Games}: {Proceedings} of 22nd {International} {Conference} on {Computers} in {Education} ({ICCE})({Ed}.)},\n\tshorttitle = {Enhancing {Children}'s {Numeracy} \\& {Te} {Reo} {Skills} using {Computer} {Games}},\n\turl = {http://unitec.researchbank.ac.nz/handle/10652/2977},\n\tdoi = {http://hdl.handle.net/10652/2977},\n\tabstract = {The use of computer games as common vehicles for education, as opposed to pure entertainment, has gained immense popularity in recent years. In our earlier work, we investigated the appealing characteristics of engaging computer games for children and designed an educational tool based on those characteristics. In this paper, we present the results of a study conducted with 120 primary school children, in which two versions of our proposed educational tool (features enriched vs feature devoid) were used for four weeks to teach primary school curriculum areas of Numeracy and Te Reo Maori language. The effectiveness of the educational tool was measured using a pre-test and a post-test, as well as other indicators such as subjective analysis, the frequency and duration of time on playing the game. We found that the features enriched game enhanced children’s learning in both Numeracy and Te Reo curriculum areas more than the feature devoid version. In the case of Numeracy, the increase in scores was twice as much as the feature devoid version and in the case of Te Reo it was five times as much. Finally, the results of the subjective analysis showed that the feature enriched game was more popular with children – the test group indicated that they enjoyed playing the game more than the participants in the control group and are more likely to recommend it to their friends. The results also showed that the sound effects, the visual effects, the level of challenges in the game and the feedback messages contributed more to their engagement.},\n\tlanguage = {eng},\n\tbooktitle = {Proceedings of 22nd {International} {Conference} on {Computers} in {Education} ({ICCE})({Ed}.), {Nara}, {Japan}. 30 {November} - 4 {December}, 2014.},\n\tpublisher = {International Conference on Computers in Education},\n\tauthor = {Nand, Kalpana and Baghaei, Nilufar and Casey, John},\n\tyear = {2014},\n\tkeywords = {Children, Educational Technology and Computing, Kōhanga Reo (Māori Language Curriculum and Pedagogy), Literacy, Mathematics and Numeracy Curriculum and Pedagogy, Primary Education (excl. Māori), Reo Māori, engagement, games, gamification, kura tuatahi, learning, numeracy},\n\tpages = {647--652},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The Challenges and Opportunities of Using Mobile Devices to Attain Māori Language Proficiency.\n \n \n \n\n\n \n McKenzie, T. G. K.\n\n\n \n\n\n\n Victoria University of Wellington, 2014.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{mckenzie_challenges_2014,\n\ttitle = {The {Challenges} and {Opportunities} of {Using} {Mobile} {Devices} to {Attain} {Māori} {Language} {Proficiency}},\n\tabstract = {What are the effects of using mobile devices as part of teacher professional development focused on teaching and learning the Māori language for Māori immersion educational settings? Answers to this question are explored by researching the extent to which electronic devices could be an effective strategy to address the crisis of the continuing decline of the Māori language. Another issue explored in the research is whether learners make expected gains in language proficiency through the use of mobile devices in comparison to standard face-to-face methods of language instruction. An indigenous framework, Hei Korowai, was used to guide the research and ensure the practices used were culturally appropriate, particularly when entering into and negotiating the research project with participants. Kaupapa Māori and Māori centred approaches were also drawn on to gather data from semi-structured interviews, observations of mobile device use, online questionnaires, and Māori language proficiency tests results. Fifty two participants in total took part in the research, 46 from a PLD programme that used mobile devices and 6 from a separate PLD programme that used mainly face-to-face instruction. Electronic forms of second language acquisition could be advantageous for learners to access audio and video content on the move and at a time, pace and place convenient for them. The capacity to have literally a library’s worth of resources, functions and internet connectivity all in one tool and at the touch of a button could also be of particular significance to users. Conversely, participant attitudes about technology, varied needs for initial and on-going training in how to operate the electronic devices, and interaction preferences were challenges experienced with utilising the device as part of the language learning and teaching process. Videos viewed on the device could also be seen as one-way learning with a lack of spiritual connection and no opportunities for discussion about content, potentially causing road blocks for learners who need extra support. Face-to-face instruction was a preferred method for participants and the physical presence of the teacher highly valued to allow the space to pose and answer questions and receive an immediate response, which is not possible when learning via videos on a mobile device. However, there was acknowledgement of the complementary nature and value of utilising the mobile device followed by face-to-face meetings. Evidence suggests that Māori have been quick to adopt and adapt new technologies since the arrival of the early settlers to the shores of Aotearoa. Could technology be the panacea, the cure-all for the revitalisation of the Māori language, a tool that provides access to language, culture and identity to the multitudes? This research tests the hypotheses in the context of two items of modern technology, the iPod Touch® and the iPad®. The limitations of the research include potential bias in interpretation given the researcher’s insider position, the relatively small scale of the project, and the absence of a widely accepted theoretical framework for mobile learning. Critical questions that still remain are the implications of promoting ‘one Māori language’ for a large-scale programme and the risks in doing so for the preservation of tribal dialect and community identity. This study has, however, begun the conversation about the use of mobile devices in Māori medium educational settings, and it may contribute to an understanding of how to design technologies, media, and interactions to support learning within these settings towards innovative practices.},\n\tlanguage = {en\\_NZ},\n\tpublisher = {Victoria University of Wellington},\n\tauthor = {McKenzie, Tabitha Gaylyn Kura},\n\tyear = {2014},\n\tkeywords = {Mobile learning, Māori Language, Teacher professional development},\n}\n\n

\n\n\n

\n What are the effects of using mobile devices as part of teacher professional development focused on teaching and learning the Māori language for Māori immersion educational settings? Answers to this question are explored by researching the extent to which electronic devices could be an effective strategy to address the crisis of the continuing decline of the Māori language. Another issue explored in the research is whether learners make expected gains in language proficiency through the use of mobile devices in comparison to standard face-to-face methods of language instruction. An indigenous framework, Hei Korowai, was used to guide the research and ensure the practices used were culturally appropriate, particularly when entering into and negotiating the research project with participants. Kaupapa Māori and Māori centred approaches were also drawn on to gather data from semi-structured interviews, observations of mobile device use, online questionnaires, and Māori language proficiency tests results. Fifty two participants in total took part in the research, 46 from a PLD programme that used mobile devices and 6 from a separate PLD programme that used mainly face-to-face instruction. Electronic forms of second language acquisition could be advantageous for learners to access audio and video content on the move and at a time, pace and place convenient for them. The capacity to have literally a library’s worth of resources, functions and internet connectivity all in one tool and at the touch of a button could also be of particular significance to users. Conversely, participant attitudes about technology, varied needs for initial and on-going training in how to operate the electronic devices, and interaction preferences were challenges experienced with utilising the device as part of the language learning and teaching process. Videos viewed on the device could also be seen as one-way learning with a lack of spiritual connection and no opportunities for discussion about content, potentially causing road blocks for learners who need extra support. Face-to-face instruction was a preferred method for participants and the physical presence of the teacher highly valued to allow the space to pose and answer questions and receive an immediate response, which is not possible when learning via videos on a mobile device. However, there was acknowledgement of the complementary nature and value of utilising the mobile device followed by face-to-face meetings. Evidence suggests that Māori have been quick to adopt and adapt new technologies since the arrival of the early settlers to the shores of Aotearoa. Could technology be the panacea, the cure-all for the revitalisation of the Māori language, a tool that provides access to language, culture and identity to the multitudes? This research tests the hypotheses in the context of two items of modern technology, the iPod Touch® and the iPad®. The limitations of the research include potential bias in interpretation given the researcher’s insider position, the relatively small scale of the project, and the absence of a widely accepted theoretical framework for mobile learning. Critical questions that still remain are the implications of promoting ‘one Māori language’ for a large-scale programme and the risks in doing so for the preservation of tribal dialect and community identity. This study has, however, begun the conversation about the use of mobile devices in Māori medium educational settings, and it may contribute to an understanding of how to design technologies, media, and interactions to support learning within these settings towards innovative practices.\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Use of Interpretive Description Within Kaupapa Māori Research.\n \n \n \n \n\n\n \n Brewer, K. M.; Harwood, M. L. N.; Mccann, C. M.; Crengle, S. M.; and Worrall, L. E.\n\n\n \n\n\n\n Qualitative Health Research, 24(9): 1287–1297. 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{brewer_use_2014,\n\ttitle = {The {Use} of {Interpretive} {Description} {Within} {Kaupapa} {Māori} {Research}},\n\tvolume = {24},\n\tissn = {1049-7323},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/28628},\n\tdoi = {10.1177/1049732314546002},\n\tabstract = {Kaupapa Māori research (KMR) is an Indigenous research approach that is decolonizing and transformative. Interpretive description (ID) is a qualitative methodology used to generate knowledge relevant to the applied health disciplines. In this article, we discuss how we combined KMR and ID to investigate the experiences of Māori (the Indigenous peoples of New Zealand) with aphasia and their whānau (extended family). This is novel because it is the first time these two approaches have been combined. In the context of aphasia research, we discuss how they work together in theory, and the synergies that became apparent in practice. We conclude that the combination of KMR and ID enables clinicians and Māori with aphasia to learn from each other and work together, thereby generating knowledge that makes a difference for Māori with aphasia and their whānau.},\n\tnumber = {9},\n\turldate = {2016-09-08},\n\tjournal = {Qualitative Health Research},\n\tauthor = {Brewer, Karen M. and Harwood, Matire L. N. and Mccann, Clare M. and Crengle, Sue M. and Worrall, Linda E.},\n\tyear = {2014},\n\tkeywords = {Communication, Critical Methods, Interpretive Description, Qualitative, Research, Stroke, minorities},\n\tpages = {1287--1297},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Value of Dialect amongst Kāi Tahu.\n \n \n \n \n\n\n \n White, T.; and Rewi, P.\n\n\n \n\n\n\n Psychology and Developing Societies, 26(2): 213–232. 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{white_value_2014,\n\ttitle = {The {Value} of {Dialect} amongst {Kāi} {Tahu}},\n\tvolume = {26},\n\tcopyright = {Usage incurs a charge},\n\tissn = {0971-3336},\n\turl = {http://pds.sagepub.com/content/26/2/213.short},\n\tdoi = {10.1177/0971333614549140},\n\tabstract = {For ‘linguists to have any impact on reversing diminishing linguistic diversity’, says Muhlhauser (in Austin and Sallabank, 2011: 31), ‘they must focus their efforts on preserving language ecologies, not languages’. This article focuses on the preservation of dialect by the Kāi Tahu, as experienced by attendees of their own language ecology, Kura Reo Kāi Tahu, what motivates them to attend, and the support mechanisms that afford attendance. It discusses the relationship between identity and language, including discussion on standardised languages and dialect. Through research findings, it then reports on the awareness of Kāi Tahu members towards their dialect after which it shares their views on the enablers and disablers of their use of the dialect. Finally, we see the respondents’ views on the value of the Kāi Tahu dialect to them prior to introducing Zero—Passive—Active (ZePA), a model that provides an alternative approach to viewing language revitalisation.},\n\tnumber = {2},\n\tjournal = {Psychology and Developing Societies},\n\tauthor = {White, Tāwini and Rewi, Poia},\n\tyear = {2014},\n\tkeywords = {Dialect, Kāi Tahu, Language, Māori, Revitalisation, Value},\n\tpages = {213--232},\n}\n\n

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\n \n\n \n \n \n \n \n \n We are Kaiti School. Strategic Plan and Charter 2014-2016.\n \n \n \n \n\n\n \n Kaiti School\n\n\n \n\n\n\n Technical Report 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"We$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{kaiti_school_we_2014,\n\ttype = {Prospectus},\n\ttitle = {We are {Kaiti} {School}. {Strategic} {Plan} and {Charter} 2014-2016},\n\tcopyright = {Now replaced with 2016-2018 Strategy},\n\turl = {http://www.kaiti.school.nz/files/259ac6a353a47118/file_attachments/14/Strategic%20plan%202014-2016%20.pdf},\n\tabstract = {Kaiti school’s policies and practices will provide opportunities for students to learn to respect the diverse ethnic nature and cultural heritage of New Zealand people with acknowledgement for the unique place of Māori . We are committed to the National Maori Education strategy Ka Hikitia, Māori enjoying and achieving education success as Māori through: Ensuring Language, Culture and Identity count for all students and sta ff . Maori Potential Approach Ensuring all students have access to high quality Māori language in education. Kaiawhina i te reo Māori working in classrooms. Ensuring Tikanga Māori forms the basis in the development of the school’s special character. Acknowledging the unique position of the Māori culture by providing options in educational delivery right across the school Renaming the teams within our school Te Reo Māori names that reflect our tipuna and who we are Ensuring that our learning environment reflects Te Ao M ā ori. All teachers involved in Te Ataarangi Language classes weekly throughout the year. Developing productive partnerships with Te Iwi o Ngati Porou, Nga Iwi o Turanganui a Kiwa, the hapu Ngati One One, the Tangata Whenua, by adopting their protocols, learning their history through whakapapa, Tipuna, waiata, moteatea, haka and stories as well as acknowledging the iwi and hapu of others who attend K ā iti School},\n\turldate = {2016-07-17},\n\tauthor = {{Kaiti School}},\n\tyear = {2014},\n\tkeywords = {Environments, Ka Hikitia, Kaiti School, Mission Statement, Mārama pū, Pacifika, Quality Learning Communities, School Organisation, School vision, Speical Education for Learners, Structure, Student Achievement, Values},\n\tpages = {18},\n}\n\n

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\n \n\n \n \n \n \n \n \n Maori as a phrase-based language.\n \n \n \n \n\n\n \n Yamada, F.\n\n\n \n\n\n\n ProQuest Dissertations Publishing, 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Maori$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{yamada_maori_2014,\n\ttitle = {Maori as a phrase-based language},\n\turl = {https://scholarspace.manoa.hawaii.edu/handle/10125/101158},\n\tabstract = {Maori is an indigenous language spoken by the Maori people in New Zealand. It is an Austronesian language, belonging to the Polynesian subgroup, and sharing similar linguistic phenomena with other Polynesian languages. Category overlapping is one such phenomenon. Maori is known to have fluid word categories: A single lexical item can be used for multiple parts of speech without changing the word form. While previous studies on Maori grammar acknowledge the difficulty and inadequacy of applying the conventional part-of-speech system, they nonetheless resort to using that system, with its noun/verb distinction. This dissertation questions the validity of assuming the lexical categories in Maori and explores alternative approaches. Inspired by Broschart's (1997) study on Tongan, another Polynesian language, this dissertation shows that Maori word classification does not require a noun/verb distinction on the lexical or syntactic level. Maori has two types of syntactic categories, a TAM-phrase and a DETphrase. The category belongs to the entire phrase, which is a string of a particle and a lexical base. The lexical bases themselves are not specified for the categories of noun or verb, and they have the potential to form either a DET-phrase or a TAM-phrase. This finding supports Biggs's (1961) insight, which has been embraced by Maori linguists: The basic grammatical unit in Maori is a phrase, not a word. The two syntactic categories, DET-phrase and TAM-phrase, along with the general rules of a predicate-initial constituent order and left-headedness, suffice to account for the basic sentence structures of Maori.},\n\tlanguage = {eng},\n\tpublisher = {ProQuest Dissertations Publishing},\n\tauthor = {Yamada, Fumiko},\n\tyear = {2014},\n\tkeywords = {0290, Austronesian Languages, Language, Linguistics, Literature and Linguistics, Maori language, New Zealand, Parts of Speech, Polynesian Languages},\n}\n\n

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\n \n\n \n \n \n \n \n Social media and student learning behavior: Plugging into mainstream music offers dynamic ways to learn English.\n \n \n \n\n\n \n Lee, H.\n\n\n \n\n\n\n Computers in Human Behavior, 36: 496–501. 2014.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{lee_social_2014,\n\ttitle = {Social media and student learning behavior: {Plugging} into mainstream music offers dynamic ways to learn {English}},\n\tvolume = {36},\n\tissn = {0747-5632},\n\tshorttitle = {Social media and student learning behavior},\n\tdoi = {10.1016/j.chb.2014.02.019},\n\tabstract = {•Everyday phrases most useful for modern day English communication.•Emphasize the use of video clips, YouTube, and mtvU as a systematic teaching tool in college level.•To advance the idea that learning English mainstream songs can be a ubiquitous form of learning.•However, quite a few changes still could be made to this program. The purpose of this study demonstrates how social media enables mainstream English songs to be extended into the classroom as teaching material for learning English as a second language. Students thrive under such fun conditions and enjoyable activities, improving their listening skills and bettering their control of the English language by learning common, everyday phrases most useful for modern day English communication. The teaching procedure, approach and course of events during the learning activity is described. Researchers such as Berk (2009) emphasize the use of video clips from TV movies, YouTube, and mtvU in the classroom as a systematic teaching tool to improve learning in college courses. Similarly, this paper would like to advance the idea that learning English mainstream songs can be a ubiquitous form of learning since the involvement of technology is omnipresent, and the ease of implementing it into the classroom is readily attainable.},\n\tlanguage = {eng},\n\tjournal = {Computers in Human Behavior},\n\tauthor = {Lee, Hsing-chin},\n\tyear = {2014},\n\tkeywords = {Mainstream Music, Mobile Device, Social Media, Technology, Ubiquitous, Youtube},\n\tpages = {496--501},\n}\n\n

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\n \n\n \n \n \n \n \n \n Whāia te iti kahurangi, ki te tuohu koe me he maunga teitei: Establishing psychological foundations for higher levels of Māori language proficiency.\n \n \n \n \n\n\n \n Te Huia, A.\n\n\n \n\n\n\n Ph.D. Thesis, Victoria University of Wellington, 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Whāia$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{te_huia_whaia_2014,\n\ttitle = {Whāia te iti kahurangi, ki te tuohu koe me he maunga teitei: {Establishing} psychological foundations for higher levels of {Māori} language proficiency},\n\tshorttitle = {Whāia te iti kahurangi, ki te tuohu koe me he maunga teitei},\n\turl = {http://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/10063/3459/thesis.pdf?sequence=2},\n\tabstract = {This thesis explores the motivations, enablers and inhibitors that occur for heritage language (HL2) learners of te reo Māori. Rather than applying commonly used integrative/instrumental or intrinsic/extrinsic dichotomies (Gardner, 2007), a relational framework for language motivation was applied as Māori are typically represented as being interdependent/collectivist (Durie, 2001). In interdependent cultures, the self is given meaning through relationships with significant others (Brewer \\& Chen, 2007) and the boundaries of personal goals and the goals of a group/significant others are less distinct (Markus \\& Kitayama, 1991). It was predicted that HL2 learners would be motivated to learn te reo Māori in response to the relationships they held with significant others, and that these relationships with significant others would enable learners to reach higher levels of language attainment. The investment language-learners received from peers and mentors was expected to contribute positively to the learning process. Thus, a relational and interdependent approach to Māori HL2 learning is articulated. A mixed methods approach was applied to examine the variety of motivations, enablers and inhibitors associated with HL2 learning. Qualitative aspects of the research involved two groups of language-learners. Undergraduate students (beginner to intermediate level language-learners) enrolled in language courses at Victoria University of Wellington participated as well as advanced level learners who were graduates of Te Panekiretanga o te reo Māori. All participants in the qualitative aspects of the study identified as Māori HL2 learners. The quantitative components included both Māori and non-Māori undergraduate students who were predominantly 100 level learners from Victoria University of Wellington. Findings revealed that Māori HL2 learners were motivated to learn the language due to relationships they held with specific significant others. Responsibilities provided significant motivation for language improvement at higher levels. The relationship between te reo Māori and identity was prominent. Societal factors impacted on both Māori and Pākehā learners separately. For instance, Māori were less likely to instigate learning te reo Māori when they were embedded in environments that were discriminatory toward Māori. Quantitative results supported qualitative findings, whereby Pākehā learners who perceived Māori to be negatively discriminated against by the mainstream experienced high levels of language anxiety. Survey data indicated that Māori HL2 learners were more tenacious, and less disorganised with their language studies when they had language community support, and were engaged with other Māori. Findings from this study led to the development of Te Mauri ka Tau, a model that attempts to describe the factors that are necessary to create a psychological platform from which Māori HL2 learners can seek empowerment during times of potential risk. This model also describes the multiple positive outcomes for HL2 learners who reach this psychological space. This study was designed to provide an indigenous perspective to the highly emotional process of HL2 learning. The journey for Māori HL2 learners is complex and relationally interdependent. Through an improved understanding of HL2 learner experiences, the wider goals of language revitalisation can be achieved.},\n\tlanguage = {en\\_NZ},\n\tschool = {Victoria University of Wellington},\n\tauthor = {Te Huia, Awanui},\n\tyear = {2014},\n\tkeywords = {Heritage, Language, Motivation},\n}\n\n

\n\n\n

\n This thesis explores the motivations, enablers and inhibitors that occur for heritage language (HL2) learners of te reo Māori. Rather than applying commonly used integrative/instrumental or intrinsic/extrinsic dichotomies (Gardner, 2007), a relational framework for language motivation was applied as Māori are typically represented as being interdependent/collectivist (Durie, 2001). In interdependent cultures, the self is given meaning through relationships with significant others (Brewer & Chen, 2007) and the boundaries of personal goals and the goals of a group/significant others are less distinct (Markus & Kitayama, 1991). It was predicted that HL2 learners would be motivated to learn te reo Māori in response to the relationships they held with significant others, and that these relationships with significant others would enable learners to reach higher levels of language attainment. The investment language-learners received from peers and mentors was expected to contribute positively to the learning process. Thus, a relational and interdependent approach to Māori HL2 learning is articulated. A mixed methods approach was applied to examine the variety of motivations, enablers and inhibitors associated with HL2 learning. Qualitative aspects of the research involved two groups of language-learners. Undergraduate students (beginner to intermediate level language-learners) enrolled in language courses at Victoria University of Wellington participated as well as advanced level learners who were graduates of Te Panekiretanga o te reo Māori. All participants in the qualitative aspects of the study identified as Māori HL2 learners. The quantitative components included both Māori and non-Māori undergraduate students who were predominantly 100 level learners from Victoria University of Wellington. Findings revealed that Māori HL2 learners were motivated to learn the language due to relationships they held with specific significant others. Responsibilities provided significant motivation for language improvement at higher levels. The relationship between te reo Māori and identity was prominent. Societal factors impacted on both Māori and Pākehā learners separately. For instance, Māori were less likely to instigate learning te reo Māori when they were embedded in environments that were discriminatory toward Māori. Quantitative results supported qualitative findings, whereby Pākehā learners who perceived Māori to be negatively discriminated against by the mainstream experienced high levels of language anxiety. Survey data indicated that Māori HL2 learners were more tenacious, and less disorganised with their language studies when they had language community support, and were engaged with other Māori. Findings from this study led to the development of Te Mauri ka Tau, a model that attempts to describe the factors that are necessary to create a psychological platform from which Māori HL2 learners can seek empowerment during times of potential risk. This model also describes the multiple positive outcomes for HL2 learners who reach this psychological space. This study was designed to provide an indigenous perspective to the highly emotional process of HL2 learning. The journey for Māori HL2 learners is complex and relationally interdependent. Through an improved understanding of HL2 learner experiences, the wider goals of language revitalisation can be achieved.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Information Sheet: Government Proposed New Māori Language Strategy.\n \n \n \n \n\n\n \n Te Puni Kōkiri\n\n\n \n\n\n\n Technical Report 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Information$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{te_puni_kokiri_information_2014,\n\ttitle = {Information {Sheet}: {Government} {Proposed} {New} {Māori} {Language} {Strategy}},\n\turl = {http://www.tpk.govt.nz/_documents/tpk-infosheet-govtproposedreostrategy2013-en.pdf},\n\tabstract = {This information sheet provides brief bullet point summaries on the proposed Māori Language Strategy.},\n\tauthor = {{Te Puni Kōkiri}},\n\tyear = {2014},\n\tpages = {1--4},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Te Rita Papesch: Case Study of an Exemplary Learner of Maori as an Additional Language.\n \n \n \n\n\n \n Ratima, M. T.; and Papesch, T. R.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism, 17(4): 379–393. 2014.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{ratima_te_2014,\n\ttitle = {Te {Rita} {Papesch}: {Case} {Study} of an {Exemplary} {Learner} of {Maori} as an {Additional} {Language}},\n\tvolume = {17},\n\tissn = {1367-0050},\n\tshorttitle = {Te {Rita} {Papesch}},\n\tdoi = {10.1080/13670050.2013.806431},\n\tabstract = {This paper presents a case study of the life experiences of one exemplar adult second language Maori learner–Te Rita Papesch. Te Rita was one of 17 participants who were interviewed as a part of the first author's PhD study which sought to answer the question: what factors lead to the development of proficiency in te reo Maori amongst adult learners. We have chosen to focus on Te Rita's case because it illustrates four themes common across the cohort of 17. First, Te Rita was primarily motivated to learn te reo as a means to better understand her own identity as a Maori. Second, she was open to change. Third, she demonstrated a commitment to building strong relationships with her mentors and fellow speakers. Fourth, Te Rita was able to transfer skills from other parts of her life into the language-learning context.},\n\tlanguage = {eng},\n\tnumber = {4},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Ratima, Matiu Tai and Papesch, Te Rita},\n\tyear = {2014},\n\tkeywords = {Adults, Case Studies, Ethnic Groups, Females, Foreign Countries, Interpersonal Relationship, Interviews, Language Proficiency, Malayo Polynesian Languages, Mentors, Pacific Islanders, Personality Traits, Second Language Learning, Self Concept, Transfer of Training},\n\tpages = {379--393},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n Māori language as a subject for instruction in secondary schools 1909-2014.\n \n \n \n\n\n \n Lourie, M.\n\n\n \n\n\n\n . 2014.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@article{lourie_maori_2014,\n\ttitle = {Māori language as a subject for instruction in secondary schools 1909-2014},\n\tissn = {1019-8725},\n\tabstract = {Chronicles the inclusion and development of Māori language as a subject for instruction in New Zealand secondary schools beginning in 1909, when the language was first offered as a subject for instruction for boys in the denominational Māori boarding schools, and ending in 2014. Demonstrates that, over time, the place of the Māori language as a subject for instruction in secondary schools has been debated and challenged, and that as attitudes and beliefs about the role of Māori language in education have changed, so too, has the intended purpose of its inclusion as a subject.},\n\tlanguage = {eng},\n\tauthor = {Lourie, Megan},\n\tyear = {2014},\n\tkeywords = {Language And Languages – Study And Teaching (Secondary), Māori Language – Study And Teaching},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Application of Critical Discourse Theory: A Criterion-Referenced Analysis of Reports Relating to Language Revitalisation in Australia and New Zealand.\n \n \n \n \n\n\n \n Lewis, R. B.\n\n\n \n\n\n\n Ph.D. Thesis, University of Waikato, 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{lewis_application_2014,\n\ttype = {Phd. {Thesis}},\n\ttitle = {The {Application} of {Critical} {Discourse} {Theory}: {A} {Criterion}-{Referenced} {Analysis} of {Reports} {Relating} to {Language} {Revitalisation} in {Australia} and {New} {Zealand}},\n\tshorttitle = {The {Application} of {Critical} {Discourse} {Theory}},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/8585},\n\tabstract = {The discipline of language policy and planning (LPP) is often proposed as a viable tool for language revitalisation. However, the conventional paradigm upon which LPP is based is inadequate for such an inherently political, contentious and problematic area of social policy, and does not address the hegemonic and counter-hegemonic discourse that is at the very core of language revitalisation efforts. It is therefore argued here that LPP needs to be explicitly underpinned by critical discourse theory (CDT) if it is to be of genuine use to those involved in language revitalisation efforts, particularly to grass roots language activists. Following an introductory chapter which provides a background to the research and a rationale for it (Chapter 1), there is a critical review of selected literature on LPP and CDT, a review which ends by proposing a list of criteria which, it is argued, can be used to determine the extent to which discourse that is intended to be counter-hegemonic adheres to the principles of effective counter-hegemonic discourse as outlined in the literature on CDT (Chapter 2). In the following three chapters (Chapters 3, 4 \\& 5), these criteria are applied to the analysis of three recent reports that have a direct bearing on indigenous language revitalisation in Australia (Our Land Our Languages) and New Zealand (Ko Aotearoa Tēnei and Te Reo Mauriora). The first of these reports is found to adhere very closely to the criteria; the second less so; the third almost not at all. The different ways in which each of these reports has been received would tend to support the hypothesis that, other things being equal, the more closely a text of this type conforms to the criteria - that is, the more closely it is aligned to the fundamental principles of effective counter-hegemonic discourse as outlined in CDT - the more likely it is to be positively received and, therefore, to represent an effective challenge to the existing hegemony. The overall conclusion is that CDT can not only assist language activists by providing a basis for determining how successful counter-hegemonic discourse is likely to be in achieving its aims but has the potential to provide LPP with a secure theoretical foundation (Chapter 6).},\n\tlanguage = {en},\n\turldate = {2016-09-14},\n\tschool = {University of Waikato},\n\tauthor = {Lewis, Roger Brian},\n\tyear = {2014},\n\tkeywords = {Indigenous language maintenance, Ko Aotearoa tēnei, Language Planning, Language Policy, critical discourse theory, te reo Māori},\n}\n\n

\n\n\n

\n The discipline of language policy and planning (LPP) is often proposed as a viable tool for language revitalisation. However, the conventional paradigm upon which LPP is based is inadequate for such an inherently political, contentious and problematic area of social policy, and does not address the hegemonic and counter-hegemonic discourse that is at the very core of language revitalisation efforts. It is therefore argued here that LPP needs to be explicitly underpinned by critical discourse theory (CDT) if it is to be of genuine use to those involved in language revitalisation efforts, particularly to grass roots language activists. Following an introductory chapter which provides a background to the research and a rationale for it (Chapter 1), there is a critical review of selected literature on LPP and CDT, a review which ends by proposing a list of criteria which, it is argued, can be used to determine the extent to which discourse that is intended to be counter-hegemonic adheres to the principles of effective counter-hegemonic discourse as outlined in the literature on CDT (Chapter 2). In the following three chapters (Chapters 3, 4 & 5), these criteria are applied to the analysis of three recent reports that have a direct bearing on indigenous language revitalisation in Australia (Our Land Our Languages) and New Zealand (Ko Aotearoa Tēnei and Te Reo Mauriora). The first of these reports is found to adhere very closely to the criteria; the second less so; the third almost not at all. The different ways in which each of these reports has been received would tend to support the hypothesis that, other things being equal, the more closely a text of this type conforms to the criteria - that is, the more closely it is aligned to the fundamental principles of effective counter-hegemonic discourse as outlined in CDT - the more likely it is to be positively received and, therefore, to represent an effective challenge to the existing hegemony. The overall conclusion is that CDT can not only assist language activists by providing a basis for determining how successful counter-hegemonic discourse is likely to be in achieving its aims but has the potential to provide LPP with a secure theoretical foundation (Chapter 6).\n

\n\n\n

\n \n\n \n \n \n \n \n \n Naturalism and ideological work: how is family language policy renegotiated as both parents and children learn a threatened minority language?.\n \n \n \n \n\n\n \n Armstrong, T. C.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism, 17(5): 570–585. 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Naturalism$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{armstrong_naturalism_2014,\n\ttitle = {Naturalism and ideological work: how is family language policy renegotiated as both parents and children learn a threatened minority language?},\n\tvolume = {17},\n\tcopyright = {Downloading this article incurs a charge from the publisher},\n\tissn = {1367-0050},\n\tshorttitle = {Naturalism and ideological work},\n\turl = {https://pure.uhi.ac.uk/portal/en/publications/naturalism-and-ideological-work-how-is-family-language-policy-renegotiated-as-both-parents-and-children-learn-a-threatened-minority-language(c7f27fff-b488-443a-ba62-b6e03cdb6bcf).html},\n\tdoi = {10.1080/13670050.2013.860074},\n\tabstract = {Parents who enroll their children to be educated through a threatened minority language frequently do not speak that language themselves and classes in the language are sometimes offered to parents in the expectation that this will help them to support their children's education and to use the minority language in the home. Providing language-learning opportunities for parents with children in minority-language education is understood as good practice in language revitalization, but there is little research on the efficacy of this practice. I will present data from narrative, life-history interviews with mothers who have learned Scottish Gaelic to some level and who have children who attend Gaelic-medium education, and I will discuss the difficulties they encounter in establishing new norms of language use in the family and the strategies they use to effect a new language policy in the home. I will show how these mothers work to establish a new norm of Gaelic use in the family in opposition to a common background ideology that understands language as a natural object, and therefore, that it is wrong and bad parenting to ‘force’ a language on a child.},\n\tnumber = {5},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Armstrong, Timothy Currie},\n\tyear = {2014},\n\tkeywords = {Adult Language Learners, Family Language Policy, Immersion Education, Language Ideologies, Scottish Gaelic},\n\tpages = {570--585},\n}\n\n

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\n \n\n \n \n \n \n \n \n The value of the Māori language = Te hua o te reo Māori.\n \n \n \n \n\n\n \n Rawinia Higgins editor of compilation; Poia Rewi editor of compilation; and Vincent Olsen-Reeder editor of compilation\n\n\n \n\n\n\n of Ngā Pae o te Māramatanga edited collections ; vol. 2Huia Publishers, Wellington, 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{rawinia_higgins_editor_of_compilation_value_2014,\n\taddress = {Wellington},\n\tseries = {Ngā {Pae} o te {Māramatanga} edited collections ; vol. 2},\n\ttitle = {The value of the {Māori} language = {Te} hua o te reo {Māori}},\n\tisbn = {978-1-77550-141-1},\n\turl = {http://www.huia.co.nz/huia-bookshop/bookshop/the-value-of-maori-language-te-hua-o-te-reo-maori/},\n\tabstract = {This collection looks at the state of the language since the Act, how the language is faring in education, media, texts and communities and what the future aspirations for the language are},\n\tlanguage = {eng},\n\tpublisher = {Huia Publishers},\n\tauthor = {{Rawinia Higgins editor of compilation} and {Poia Rewi editor of compilation} and {Vincent Olsen-Reeder editor of compilation}},\n\tyear = {2014},\n\tkeywords = {Language maintenance New Zealand., Maori language New Zealand., Maori language Revival., Maori language Social aspects., Reo Māori.},\n}\n\n

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\n \n\n \n \n \n \n \n Te Wero—the challenge: reimagining universities from an indigenous world view.\n \n \n \n\n\n \n Pio, E.; Tipuna, K.; Rasheed, A.; and Parker, L.\n\n\n \n\n\n\n Higher Education, 67(5): 675–690. 2014.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{pio_te_2014,\n\ttitle = {Te {Wero}—the challenge: reimagining universities from an indigenous world view},\n\tvolume = {67},\n\tissn = {0018-1560},\n\tshorttitle = {Te {Wero}—the challenge},\n\tdoi = {10.1007/s10734-013-9673-1},\n\tabstract = {This paper provides a foundational framework to bring into conversation indigenous world views in reimagining universities. Highlighting a specific indigenous world view, the university is presented as a site for critical conversation and transformative praxis. We discuss the workplace experiences of indigenous staff in a university and infer from these how management practices related to indigenous staff could be enhanced. Building on our study of Māori academic and administrative staff in a New Zealand university, an indigenous typology and a Wero or challenge matrix is offered, which locates different positions and actions that universities adhere to or seek to emulate. The paper argues for universities to reimagine their policies and practices by drawing from the complex richness of indigenous world views.},\n\tlanguage = {eng},\n\tnumber = {5},\n\tjournal = {Higher Education},\n\tauthor = {Pio, Edwina and Tipuna, Kitea and Rasheed, Ali and Parker, Lorraine},\n\tyear = {2014},\n\tkeywords = {Indigenous, Māori, Staff, University, World view},\n\tpages = {675--690},\n}\n\n

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\n \n\n \n \n \n \n \n \n Endangered Languages: Current Issues and Future Prospects by Lenore A . Grenoble; Lindsay J . Whaley.\n \n \n \n \n\n\n \n Hinton, L.\n\n\n \n\n\n\n Language in Society, 29(2): 287–290. 2014.\n \n\n\n\n
\n\n\n\n \n \n $\"Endangered$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hinton_endangered_2014,\n\ttitle = {Endangered {Languages}: {Current} {Issues} and {Future} {Prospects} by {Lenore} {A} . {Grenoble}; {Lindsay} {J} . {Whaley}},\n\tvolume = {29},\n\turl = {http://www.jstor.org/discover/10.2307/4169013?uid=3738776&uid=2&uid=4&sid=21104120246937},\n\tnumber = {2},\n\tjournal = {Language in Society},\n\tauthor = {Hinton, Leanne},\n\tyear = {2014},\n\tpages = {287--290},\n}\n\n

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\n \n\n \n \n \n \n \n 2013 Census QuickStats. About culture and identity.\n \n \n \n\n\n \n Statistics New Zealand\n\n\n \n\n\n\n Technical Report 2014.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{statistics_new_zealand_2013_2014,\n\ttitle = {2013 {Census} {QuickStats}. {About} culture and identity},\n\tauthor = {{Statistics New Zealand}},\n\tyear = {2014},\n\tkeywords = {2013, Culture, Identity, census, quickstats, statistics},\n}\n\n

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\n \n\n \n \n \n \n \n Developing a Maori Language Mathematics Lexicon: Challenges for Corpus Planning in Indigenous Language Contexts.\n \n \n \n\n\n \n Trinick, T.; and May, S.\n\n\n \n\n\n\n Current Issues in Language Planning, 14: 457–4), p.457–473. 2014.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{trinick_developing_2014,\n\ttitle = {Developing a {Maori} {Language} {Mathematics} {Lexicon}: {Challenges} for {Corpus} {Planning} in {Indigenous} {Language} {Contexts}},\n\tvolume = {14},\n\tissn = {1466-4208},\n\tshorttitle = {Developing a {Maori} {Language} {Mathematics} {Lexicon}},\n\tdoi = {10.1080/14664208.2013.835149},\n\tabstract = {Over the last 25 years, there has been significant modernisation and elaboration of the Maori language mathematics lexicon and register to support the teaching of (Western) mathematics as a component of Maori-medium schooling. These developments are situated within the wider Maori language revitalisation movement in Aotearoa/New Zealand, of which Maori-medium education is a central component. A feature of the initial development of a Maori mathematics lexicon was the informal approach taken, involving elders, teachers and community working together to establish a corpus of appropriate terms, rather than any formal language planning approach. Subsequently, two state agencies, Te Taura Whiri i te Reo Maori (the Maori Language Commission) and the New Zealand Ministry of Education assumed a formal role in the standardisation and elaboration process. Due to limitations in resources and expertise, the Commission eventually withdrew from the process of developing the specialised lexicon for schooling and, in their absence, ongoing lexical development was entrusted to a group of Maori-medium mathematics educators (Te Ohu Pangarau) and closely linked to the Ministry of Education's numeracy strategies. However, the process of linguistic modernisation of the Maori language to support the teaching of school subjects such as mathematics has since raised a number of conflicting tensions and linguistic issues, particularly among the older generation of Maori language speakers. This paper explores the process of development and the at-times conflicting linguistic ideologies which influenced the lexication and codification of the Maori-medium mathematics terminology. It also specifically examines the roles, policies and beliefs of the agents, including the two state agencies, involved in the process, charting the connections between micro, meso and macro language policy and practices in this context.},\n\tlanguage = {eng},\n\tjournal = {Current Issues in Language Planning},\n\tauthor = {Trinick, Tony and May, Stephen},\n\tyear = {2014},\n\tkeywords = {Bilingual Education, Change Agents, Computational Linguistics, Educational Change, Educational History, English (Second Language), Ethnic Groups, Foreign Countries, Language Maintenance, Language Planning, Language Variation, Language of Instruction, Malayo Polynesian Languages, Mathematics Instruction, Native Language, Pacific Islanders, Second Language Learning, Teaching Methods},\n\tpages = {457--4), p.457--473},\n}\n\n

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@article{huia_indigenous_2014,\n\ttitle = {Indigenous {Culture} and {Society}},\n\tvolume = {26},\n\tissn = {0971-3336},\n\tdoi = {10.1177/0971333614549142},\n\tabstract = {The colonial relationship between Māori and Pākehā cultures has often resulted in the deprioritisation of mātauranga Māori (including te reo Māori) from both Māori and Pākehā (NZ Europeans). Interviews with 19 Māori language learners explored how Māori and Pākehā relationships developed in a post/neo-colonial society where Pākehā cultural norms govern public domains. Participants explained how it was possible to prioritise Māori knowledge and language in a society that is discriminatory towards Māori. Predominant ways in which Māori were protected from discrimination towards their own language, culture and people were through creating spaces where Māori language and customs were normalised. For some participants, the unequal relationship between Pākehā and Māori was highlighted as a result of their increased engagement with Māori culture and communities. Finally, results indicated that Māori often needed to take on the responsibility of educating Pākehā about preconceived ideas that they held towards their culture.},\n\tnumber = {2},\n\tjournal = {Psychology and Developing Societies},\n\tauthor = {Huia, Awanui Te},\n\tyear = {2014},\n\tkeywords = {Acculturation, Cultural Enhancement, Intercultural Awareness},\n\tpages = {233--261},\n}\n\n

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@article{noauthor_passing_2014,\n\ttitle = {Passing {Te} {Reo} {Maori} bill is a key priority},\n\tabstract = {New Zealand Government - The Minister for Maori Development is committed to progressing the Maori Language (Te Reo Maori) Bill and the establishment of a new entity Te Matawai to lead the revitalisation of te reo Maori. "I support the principle of the legislation that iwi and Maori should lead the revitalisation of te reo Maori. We must have whanau, hapu and iwi at the helm if we are to hear and see our language thriving again," says Hon Te Ururoa Flavell.},\n\tlanguage = {eng},\n\tjournal = {M2 Presswire},\n\tyear = {2014},\n}\n\n

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@article{mccarty_reclaiming_2014,\n\ttitle = {Reclaiming {Indigenous} {Languages}: {A} {Reconsideration} of the {Roles} and {Responsibilities} of {Schools}},\n\tvolume = {38},\n\tissn = {0091-732X},\n\tshorttitle = {Reclaiming {Indigenous} {Languages}},\n\tdoi = {10.3102/0091732X13507894},\n\tabstract = {In this chapter, the authors offer a critical examination of a growing field of educational inquiry and social practice: the reclamation of Indigenous mother tongues. They use the term "reclamation" purposefully to denote that these are languages that have been forcibly subordinated in contexts of colonization. Language reclamation includes revival of a language no longer spoken as a first language, "revitalization" of a language already in use, and "reversal" of language shift (RLS), a term popularized by Joshua Fishman (1991) to describe the reengineering of social supports for intergenerational mother tongue transmission. All of these processes involve what Maori scholar Margie Kahukura Hohepa (2006) calls "language regeneration," a term that speaks of "growth and regrowth," recognizing that nothing "regrows in exactly the same shape that it had previously, or in exactly the same direction. The causes underlying shift from a community language to a dominating one are complex and power linked. The authors' goal is to peel back the layers of that complexity. This review is organized around two foci: (1) School-based language reclamation: whether or how schools might be efficacious sites for language reclamation; and (2) Geographic: Native North America illuminates the wide range of language planning challenges and possibilities that attend the sociohistorical, educational, and sociolinguistic circumstances of diverse Indigenous peoples, as well as crosscutting themes of language education policy, sovereignty, and human rights.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Review of Research in Education},\n\tauthor = {Mccarty, Teresa L. and Nicholas, Sheilah E.},\n\tyear = {2014},\n\tkeywords = {American Indian Culture, American Indian Languages, Civil Rights, Cultural Pluralism, Educational Policy, Educational Research, Foreign Countries, Foreign Policy, History, Indigenous Knowledge, Language Maintenance, Language Planning, Language Skill Attrition, Native Language, Native Language Instruction, School Responsibility, School Role, Self Determination, Sociolinguistics},\n\tpages = {106--136},\n}\n\n

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@article{jeurissen_te_2014,\n\ttitle = {Te {Reo} {Māori} as a {Subject}: {The} {Impact} of {Language} {Ideology}, {Language} {Practice}, and {Language} {Management} on {Secondary} {School} {Students}’ {Decision} {Making}},\n\tvolume = {43},\n\tshorttitle = {Te {Reo} {Māori} as a {Subject}},\n\turl = {http://journals.cambridge.org/abstract_S1326011114000143},\n\tabstract = {Te reo Māori, the Indigenous language of Aotearoa (New Zealand), remains ‘endangered’ despite concentrated ongoing efforts to reverse declining numbers of speakers. Most of these efforts have focused on te reo Māori immersion education settings as these were considered the most effective means to ensure the survival of the language (May \\& Hill, 2008). More recently, the home has been identified as an important setting for language regeneration (Te Puni Kokiri, 2011). Despite the fact that the vast majority of secondary school-aged students (both Māori and non-Māori) attend English-medium schools, these settings are seldom considered as having potential to increase numbers of te reo Māori speakers. This article reports findings from a case study of one English-medium secondary school where factors surrounding the uptake of te reo Māori as a subject were investigated. Using Spolsky and Shohamy's (2000) language policy framework as an explanatory lens, it was revealed that even when students’ language ideologies orient them towards learning te reo Māori, language management and practice decisions can discourage rather than encourage this choice.},\n\tnumber = {02},\n\turldate = {2015-12-01},\n\tjournal = {The Australian Journal of Indigenous Education},\n\tauthor = {Jeurissen, Maree},\n\tyear = {2014},\n\tpages = {175--184},\n}\n\n

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@article{hill_transitioning_2014,\n\ttitle = {Transitioning from {Māori}-medium to {English}-medium education: emerging findings of a pilot study},\n\tissn = {1367-0050},\n\tshorttitle = {Transitioning from {Māori}-medium to {English}-medium education},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2014.980777?journalCode=rbeb20},\n\tdoi = {10.1080/13670050.2014.980777},\n\tabstract = {Māori-bilingual education in New Zealand has come a long way towards injecting life into the Māori language. However, only a small number of families commit to bilingual education for the long term. This paper discusses why Māori parents either turn away from Māori-bilingual education or prematurely transition to English-medium schools. It then reports the findings of an ethnographic pilot study of a Māori-bilingual graduate who transitioned to an English-medium secondary school after more than eight years attending Māori-bilingual programmes. The student's transition was very successful, both in terms of acquiring high levels of academic language proficiency and necessary cultural knowledge. However, it was highly reliant on the support and interventions her parents provided throughout her schooling – particularly regarding both English and Māori languages. This article focuses on the student's first year of transition and, in particular, the language and cultural issues that her family had to navigate to ensure her success. Article ahead-of-print.},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Hill, Richard},\n\tyear = {2014},\n\tkeywords = {Bilingualism, Biliteracy, Cultural Capital, English Transition, Indigenous, Māori-Medium},\n\tpages = {1--17},\n}\n\n

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@techreport{macpherson_te_2014,\n\ttitle = {Te {Kupenga} 2013 ({English}) {Key} facts},\n\turl = {http://www.stats.govt.nz/browse_for_stats/people_and_communities/maori/TeKupenga_HOTP13.aspx},\n\tabstract = {No Abstract},\n\tnumber = {May},\n\tauthor = {Macpherson, Liz},\n\tyear = {2014},\n\tpages = {1--27},\n}\n\n

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@phdthesis{freeman-tayler_understanding_2014,\n\ttitle = {Understanding the {Māori} {Television} {Service}’s {Policy} and {Legislation}: {The} {First} {Ten} {Years}},\n\tshorttitle = {Understanding the {Māori} {Television} {Service}’s {Policy} and {Legislation}},\n\turl = {http://researcharchive.vuw.ac.nz/handle/10063/3624},\n\tabstract = {The Māori Television Service emerged in 2004 after many years of political agitation by Māori for the New Zealand government to protect and promote Māori language and culture. Given the subsequent broadcaster’s role in promoting te reo me ngā tikanga Māori, this research project seeks to answer the questions: what strategies for language revitalisation are revealed in the Māori Television Service’s governing policy documents produced from 2003-2013, and how are the Māori Television Service’s strategies for language revitalisation informed by the operating environment of the broadcaster? To answer these questions, discourse analysis of the Māori Television Service’s governing policy documents, and those which inform it, is used to reveal the broadcaster’s strategies for language revitalisation. These documents are contextualised in relation to the wider Māori language struggle, the New Zealand broadcast industry, and socio-political, cultural and economic shifts between 2003 and 2013. Such contextualisation demonstrates the purpose of the broadcaster’s strategies for language revitalisation, how and why these strategies have changed and how these shifts reflect the Māori Television Service’s negotiation of different stakeholders. Research findings suggest that the Māori Television Service has deployed a range of strategies that enable it to meet its legislative obligations as well as respond to community and industry stakeholders. These strategies include building an audience for its language programming content, operating as a financially prudent Māori organisation, and developing programming strategies in light of technological shifts. The thesis argues that these strategies contribute to the naturalisation and normalisation of te reo me ngā tikanga Māori within the national imaginary, and that these reflect key tactics for language revitalisation as set out in the 2003 Māori Language Strategy. The thesis also identifies a shift from the Māori Television Service’s focus on language programming quantity to language programming quality, and a shift to focusing on te reo speakers over a broad viewer base, across the ten year period of the broadcaster’s existence. The thesis aligns these more recent language programming strategies in relation to current changes in language revitalisation activities. In revealing the competing pressures faced by the broadcaster, this thesis highlights the role the Māori Television Service has played in increasing the symbolic value of te reo Māori, as well as how it has contributed to language revitalisation strategies in sectors beyond broadcasting.},\n\tlanguage = {en\\_NZ},\n\turldate = {2015-12-22},\n\tschool = {Victoria University of Wellington},\n\tauthor = {Freeman-Tayler, Katie},\n\tyear = {2014},\n}\n\n

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@inproceedings{nand_enhancing_2014,\n\taddress = {Nara, Japan},\n\ttitle = {Enhancing {Children}'s {Numeracy} \\& {Te} {Reo} {Skills} using {Computer} {Games}: {Proceedings} of 22nd {International} {Conference} on {Computers} in {Education} ({ICCE})({Ed}.)},\n\tshorttitle = {Enhancing {Children}'s {Numeracy} \\& {Te} {Reo} {Skills} using {Computer} {Games}},\n\turl = {http://unitec.researchbank.ac.nz/handle/10652/2977},\n\tdoi = {http://hdl.handle.net/10652/2977},\n\tabstract = {The use of computer games as common vehicles for education, as opposed to pure entertainment, has gained immense popularity in recent years. In our earlier work, we investigated the appealing characteristics of engaging computer games for children and designed an educational tool based on those characteristics. In this paper, we present the results of a study conducted with 120 primary school children, in which two versions of our proposed educational tool (features enriched vs feature devoid) were used for four weeks to teach primary school curriculum areas of Numeracy and Te Reo Maori language. The effectiveness of the educational tool was measured using a pre-test and a post-test, as well as other indicators such as subjective analysis, the frequency and duration of time on playing the game. We found that the features enriched game enhanced children’s learning in both Numeracy and Te Reo curriculum areas more than the feature devoid version. In the case of Numeracy, the increase in scores was twice as much as the feature devoid version and in the case of Te Reo it was five times as much. Finally, the results of the subjective analysis showed that the feature enriched game was more popular with children – the test group indicated that they enjoyed playing the game more than the participants in the control group and are more likely to recommend it to their friends. The results also showed that the sound effects, the visual effects, the level of challenges in the game and the feedback messages contributed more to their engagement.},\n\tlanguage = {eng},\n\tbooktitle = {Proceedings of 22nd {International} {Conference} on {Computers} in {Education} ({ICCE})({Ed}.), {Nara}, {Japan}. 30 {November} - 4 {December}, 2014.},\n\tpublisher = {International Conference on Computers in Education},\n\tauthor = {Nand, Kalpana and Baghaei, Nilufar and Casey, John},\n\tyear = {2014},\n\tkeywords = {Children, Educational Technology and Computing, Kōhanga Reo (Māori Language Curriculum and Pedagogy), Literacy, Mathematics and Numeracy Curriculum and Pedagogy, Primary Education (excl. Māori), Reo Māori, engagement, games, gamification, kura tuatahi, learning, numeracy},\n\tpages = {647--652},\n}\n\n

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@book{mckenzie_challenges_2014,\n\ttitle = {The {Challenges} and {Opportunities} of {Using} {Mobile} {Devices} to {Attain} {Māori} {Language} {Proficiency}},\n\tabstract = {What are the effects of using mobile devices as part of teacher professional development focused on teaching and learning the Māori language for Māori immersion educational settings? Answers to this question are explored by researching the extent to which electronic devices could be an effective strategy to address the crisis of the continuing decline of the Māori language. Another issue explored in the research is whether learners make expected gains in language proficiency through the use of mobile devices in comparison to standard face-to-face methods of language instruction. An indigenous framework, Hei Korowai, was used to guide the research and ensure the practices used were culturally appropriate, particularly when entering into and negotiating the research project with participants. Kaupapa Māori and Māori centred approaches were also drawn on to gather data from semi-structured interviews, observations of mobile device use, online questionnaires, and Māori language proficiency tests results. Fifty two participants in total took part in the research, 46 from a PLD programme that used mobile devices and 6 from a separate PLD programme that used mainly face-to-face instruction. Electronic forms of second language acquisition could be advantageous for learners to access audio and video content on the move and at a time, pace and place convenient for them. The capacity to have literally a library’s worth of resources, functions and internet connectivity all in one tool and at the touch of a button could also be of particular significance to users. Conversely, participant attitudes about technology, varied needs for initial and on-going training in how to operate the electronic devices, and interaction preferences were challenges experienced with utilising the device as part of the language learning and teaching process. Videos viewed on the device could also be seen as one-way learning with a lack of spiritual connection and no opportunities for discussion about content, potentially causing road blocks for learners who need extra support. Face-to-face instruction was a preferred method for participants and the physical presence of the teacher highly valued to allow the space to pose and answer questions and receive an immediate response, which is not possible when learning via videos on a mobile device. However, there was acknowledgement of the complementary nature and value of utilising the mobile device followed by face-to-face meetings. Evidence suggests that Māori have been quick to adopt and adapt new technologies since the arrival of the early settlers to the shores of Aotearoa. Could technology be the panacea, the cure-all for the revitalisation of the Māori language, a tool that provides access to language, culture and identity to the multitudes? This research tests the hypotheses in the context of two items of modern technology, the iPod Touch® and the iPad®. The limitations of the research include potential bias in interpretation given the researcher’s insider position, the relatively small scale of the project, and the absence of a widely accepted theoretical framework for mobile learning. Critical questions that still remain are the implications of promoting ‘one Māori language’ for a large-scale programme and the risks in doing so for the preservation of tribal dialect and community identity. This study has, however, begun the conversation about the use of mobile devices in Māori medium educational settings, and it may contribute to an understanding of how to design technologies, media, and interactions to support learning within these settings towards innovative practices.},\n\tlanguage = {en\\_NZ},\n\tpublisher = {Victoria University of Wellington},\n\tauthor = {McKenzie, Tabitha Gaylyn Kura},\n\tyear = {2014},\n\tkeywords = {Mobile learning, Māori Language, Teacher professional development},\n}\n\n

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\n \n\n \n \n \n \n \n The Value of Dialect amongst Kāi Tahu.\n \n \n \n\n\n \n White, T.; and Rewi, P.\n\n\n \n\n\n\n Psychology and Developing Societies, 26(2): 213–232. 2014.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{white_value_2014,\n\ttitle = {The {Value} of {Dialect} amongst {Kāi} {Tahu}},\n\tvolume = {26},\n\tissn = {0971-3336},\n\tdoi = {10.1177/0971333614549140},\n\tabstract = {For ‘linguists to have any impact on reversing diminishing linguistic diversity’, says Muhlhauser (in Austin and Sallabank, 2011: 31), ‘they must focus their efforts on preserving language ecologies, not languages’. This article focuses on the preservation of dialect by the Kāi Tahu, as experienced by attendees of their own language ecology, Kura Reo Kāi Tahu, what motivates them to attend, and the support mechanisms that afford attendance. It discusses the relationship between identity and language, including discussion on standardised languages and dialect. Through research findings, it then reports on the awareness of Kāi Tahu members towards their dialect after which it shares their views on the enablers and disablers of their use of the dialect. Finally, we see the respondents’ views on the value of the Kāi Tahu dialect to them prior to introducing Zero—Passive—Active (ZePA), a model that provides an alternative approach to viewing language revitalisation.},\n\tnumber = {2},\n\tjournal = {Psychology and Developing Societies},\n\tauthor = {White, Tāwini and Rewi, Poia},\n\tyear = {2014},\n\tkeywords = {Dialect, Kāi Tahu, Language, Māori, Revitalisation, Value},\n\tpages = {213--232},\n}\n\n

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\n \n\n \n \n \n \n \n The Use of Interpretive Description Within Kaupapa Māori Research.\n \n \n \n\n\n \n Brewer, K. M.; Harwood, M. L. N.; Mccann, C. M.; Crengle, S. M.; and Worrall, L. E.\n\n\n \n\n\n\n Qualitative Health Research, 24(9): 1287–1297. 2014.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{brewer_use_2014,\n\ttitle = {The {Use} of {Interpretive} {Description} {Within} {Kaupapa} {Māori} {Research}},\n\tvolume = {24},\n\tissn = {1049-7323},\n\tdoi = {10.1177/1049732314546002},\n\tabstract = {Kaupapa Māori research (KMR) is an Indigenous research approach that is decolonizing and transformative. Interpretive description (ID) is a qualitative methodology used to generate knowledge relevant to the applied health disciplines. In this article, we discuss how we combined KMR and ID to investigate the experiences of Māori (the Indigenous peoples of New Zealand) with aphasia and their whānau (extended family). This is novel because it is the first time these two approaches have been combined. In the context of aphasia research, we discuss how they work together in theory, and the synergies that became apparent in practice. We conclude that the combination of KMR and ID enables clinicians and Māori with aphasia to learn from each other and work together, thereby generating knowledge that makes a difference for Māori with aphasia and their whānau.},\n\tnumber = {9},\n\tjournal = {Qualitative Health Research},\n\tauthor = {Brewer, Karen M. and Harwood, Matire L. N. and Mccann, Clare M. and Crengle, Sue M. and Worrall, Linda E.},\n\tyear = {2014},\n\tkeywords = {Communication, Critical Methods, Interpretive Description, Qualitative, Research, Stroke, minorities},\n\tpages = {1287--1297},\n}\n\n

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@techreport{kaiti_school_we_2014,\n\ttype = {Prospectus},\n\ttitle = {We are {Kaiti} {School}. {Strategic} {Plan} and {Charter} 2014-2016},\n\turl = {http://www.kaiti.school.nz/files/259ac6a353a47118/file_attachments/14/Strategic%20plan%202014-2016%20.pdf},\n\tabstract = {Kaiti school’s policies and practices will provide opportunities for students to learn to respect the diverse ethnic nature and cultural heritage of New Zealand people with acknowledgement for the unique place of Māori . We are committed to the National Maori Education strategy Ka Hikitia, Māori enjoying and achieving education success as Māori through: Ensuring Language, Culture and Identity count for all students and sta ff . Maori Potential Approach Ensuring all students have access to high quality Māori language in education. Kaiawhina i te reo Māori working in classrooms. Ensuring Tikanga Māori forms the basis in the development of the school’s special character. Acknowledging the unique position of the Māori culture by providing options in educational delivery right across the school Renaming the teams within our school Te Reo Māori names that reflect our tipuna and who we are Ensuring that our learning environment reflects Te Ao M ā ori. All teachers involved in Te Ataarangi Language classes weekly throughout the year. Developing productive partnerships with Te Iwi o Ngati Porou, Nga Iwi o Turanganui a Kiwa, the hapu Ngati One One, the Tangata Whenua, by adopting their protocols, learning their history through whakapapa, Tipuna, waiata, moteatea, haka and stories as well as acknowledging the iwi and hapu of others who attend K ā iti School},\n\turldate = {2016-07-17},\n\tauthor = {{Kaiti School}},\n\tyear = {2014},\n\tpages = {18},\n}\n\n

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\n \n\n \n \n \n \n \n Maori as a phrase-based language.\n \n \n \n\n\n \n Yamada, F.\n\n\n \n\n\n\n ProQuest Dissertations Publishing, 2014.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{yamada_maori_2014,\n\ttitle = {Maori as a phrase-based language},\n\tabstract = {Maori is an indigenous language spoken by the Maori people in New Zealand. It is an Austronesian language, belonging to the Polynesian subgroup, and sharing similar linguistic phenomena with other Polynesian languages. Category overlapping is one such phenomenon. Maori is known to have fluid word categories: A single lexical item can be used for multiple parts of speech without changing the word form. While previous studies on Maori grammar acknowledge the difficulty and inadequacy of applying the conventional part-of-speech system, they nonetheless resort to using that system, with its noun/verb distinction. This dissertation questions the validity of assuming the lexical categories in Maori and explores alternative approaches. Inspired by Broschart's (1997) study on Tongan, another Polynesian language, this dissertation shows that Maori word classification does not require a noun/verb distinction on the lexical or syntactic level. Maori has two types of syntactic categories, a TAM-phrase and a DETphrase. The category belongs to the entire phrase, which is a string of a particle and a lexical base. The lexical bases themselves are not specified for the categories of noun or verb, and they have the potential to form either a DET-phrase or a TAM-phrase. This finding supports Biggs's (1961) insight, which has been embraced by Maori linguists: The basic grammatical unit in Maori is a phrase, not a word. The two syntactic categories, DET-phrase and TAM-phrase, along with the general rules of a predicate-initial constituent order and left-headedness, suffice to account for the basic sentence structures of Maori.},\n\tlanguage = {eng},\n\tpublisher = {ProQuest Dissertations Publishing},\n\tauthor = {Yamada, Fumiko},\n\tyear = {2014},\n\tkeywords = {0290, Austronesian Languages, Language, Linguistics, Literature and Linguistics, Maori language, New Zealand, Parts of Speech, Polynesian Languages},\n}\n\n

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@article{lee_social_2014,\n\ttitle = {Social media and student learning behavior: {Plugging} into mainstream music offers dynamic ways to learn {English}},\n\tvolume = {36},\n\tissn = {0747-5632},\n\tshorttitle = {Social media and student learning behavior},\n\tdoi = {10.1016/j.chb.2014.02.019},\n\tabstract = {•Everyday phrases most useful for modern day English communication.•Emphasize the use of video clips, YouTube, and mtvU as a systematic teaching tool in college level.•To advance the idea that learning English mainstream songs can be a ubiquitous form of learning.•However, quite a few changes still could be made to this program. The purpose of this study demonstrates how social media enables mainstream English songs to be extended into the classroom as teaching material for learning English as a second language. Students thrive under such fun conditions and enjoyable activities, improving their listening skills and bettering their control of the English language by learning common, everyday phrases most useful for modern day English communication. The teaching procedure, approach and course of events during the learning activity is described. Researchers such as Berk (2009) emphasize the use of video clips from TV movies, YouTube, and mtvU in the classroom as a systematic teaching tool to improve learning in college courses. Similarly, this paper would like to advance the idea that learning English mainstream songs can be a ubiquitous form of learning since the involvement of technology is omnipresent, and the ease of implementing it into the classroom is readily attainable.},\n\tlanguage = {eng},\n\tjournal = {Computers in Human Behavior},\n\tauthor = {Lee, Hsing-chin},\n\tyear = {2014},\n\tkeywords = {Mainstream Music, Mobile Device, Social Media, Technology, Ubiquitous, Youtube},\n\tpages = {496--501},\n}\n\n

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@techreport{te_puni_kokiri_information_2014,\n\ttitle = {Information {Sheet}: {Government} {Proposed} {New} {Māori} {Language} {Strategy}},\n\turl = {http://www.tpk.govt.nz/_documents/tpk-infosheet-govtproposedreostrategy2013-en.pdf},\n\tabstract = {This information sheet provides brief bullet point summaries on the proposed Māori Language Strategy.},\n\tauthor = {{Te Puni Kōkiri}},\n\tyear = {2014},\n\tpages = {1--4},\n}\n\n

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@article{ratima_te_2014,\n\ttitle = {Te {Rita} {Papesch}: {Case} {Study} of an {Exemplary} {Learner} of {Maori} as an {Additional} {Language}},\n\tvolume = {17},\n\tissn = {1367-0050},\n\tshorttitle = {Te {Rita} {Papesch}},\n\tdoi = {10.1080/13670050.2013.806431},\n\tabstract = {This paper presents a case study of the life experiences of one exemplar adult second language Maori learner–Te Rita Papesch. Te Rita was one of 17 participants who were interviewed as a part of the first author's PhD study which sought to answer the question: what factors lead to the development of proficiency in te reo Maori amongst adult learners. We have chosen to focus on Te Rita's case because it illustrates four themes common across the cohort of 17. First, Te Rita was primarily motivated to learn te reo as a means to better understand her own identity as a Maori. Second, she was open to change. Third, she demonstrated a commitment to building strong relationships with her mentors and fellow speakers. Fourth, Te Rita was able to transfer skills from other parts of her life into the language-learning context.},\n\tlanguage = {eng},\n\tnumber = {4},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Ratima, Matiu Tai and Papesch, Te Rita},\n\tyear = {2014},\n\tkeywords = {Adults, Case Studies, Ethnic Groups, Females, Foreign Countries, Interpersonal Relationship, Interviews, Language Proficiency, Malayo Polynesian Languages, Mentors, Pacific Islanders, Personality Traits, Second Language Learning, Self Concept, Transfer of Training},\n\tpages = {379--393},\n}\n\n

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@article{lourie_maori_2014,\n\ttitle = {Māori language as a subject for instruction in secondary schools 1909-2014},\n\tissn = {1019-8725},\n\tabstract = {Chronicles the inclusion and development of Māori language as a subject for instruction in New Zealand secondary schools beginning in 1909, when the language was first offered as a subject for instruction for boys in the denominational Māori boarding schools, and ending in 2014. Demonstrates that, over time, the place of the Māori language as a subject for instruction in secondary schools has been debated and challenged, and that as attitudes and beliefs about the role of Māori language in education have changed, so too, has the intended purpose of its inclusion as a subject.},\n\tlanguage = {eng},\n\tauthor = {Lourie, Megan},\n\tyear = {2014},\n\tkeywords = {Language And Languages – Study And Teaching (Secondary), Māori Language – Study And Teaching},\n}\n\n

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\n \n\n \n \n \n \n \n Naturalism and ideological work: how is family language policy renegotiated as both parents and children learn a threatened minority language?.\n \n \n \n\n\n \n Armstrong, T. C.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism, 17(5): 570–585. 2014.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{armstrong_naturalism_2014,\n\ttitle = {Naturalism and ideological work: how is family language policy renegotiated as both parents and children learn a threatened minority language?},\n\tvolume = {17},\n\tissn = {1367-0050},\n\tshorttitle = {Naturalism and ideological work},\n\tdoi = {10.1080/13670050.2013.860074},\n\tabstract = {Parents who enroll their children to be educated through a threatened minority language frequently do not speak that language themselves and classes in the language are sometimes offered to parents in the expectation that this will help them to support their children's education and to use the minority language in the home. Providing language-learning opportunities for parents with children in minority-language education is understood as good practice in language revitalization, but there is little research on the efficacy of this practice. I will present data from narrative, life-history interviews with mothers who have learned Scottish Gaelic to some level and who have children who attend Gaelic-medium education, and I will discuss the difficulties they encounter in establishing new norms of language use in the family and the strategies they use to effect a new language policy in the home. I will show how these mothers work to establish a new norm of Gaelic use in the family in opposition to a common background ideology that understands language as a natural object, and therefore, that it is wrong and bad parenting to ‘force’ a language on a child.},\n\tnumber = {5},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Armstrong, Timothy Currie},\n\tyear = {2014},\n\tkeywords = {Adult Language Learners, Family Language Policy, Immersion Education, Language Ideologies, Scottish Gaelic},\n\tpages = {570--585},\n}\n\n

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\n \n 2013\n \n \n (70)\n \n \n

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\n \n\n \n \n \n \n \n \n Indigenous immersion education: International developments.\n \n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n Volume 1 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Indigenous$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{may_indigenous_2013,\n\ttitle = {Indigenous immersion education: {International} developments},\n\tvolume = {1},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/jicb.1.1.03may},\n\tnumber = {1},\n\tauthor = {May, Stephen},\n\tyear = {2013},\n}\n\n

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\n \n\n \n \n \n \n \n More than Words, A Way of Life: Language Restoration Programs Reach beyond Tribal Colleges and Universities.\n \n \n \n\n\n \n Paskus, L.\n\n\n \n\n\n\n Tribal College Journal of American Indian Higher Education, 24(4). 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{paskus_more_2013,\n\ttitle = {More than {Words}, {A} {Way} of {Life}: {Language} {Restoration} {Programs} {Reach} beyond {Tribal} {Colleges} and {Universities}},\n\tvolume = {24},\n\tissn = {1052-5505},\n\tshorttitle = {More than {Words}, {A} {Way} of {Life}},\n\tabstract = {In North America, and worldwide, Indigenous languages are disappearing at an alarming rate. There are, however, models of success for language revitalization in immersion language programs, usually found in tribal colleges and universities. Whether the language learners are tribal college students greeting one another in their native language, kindergarteners seated in a semi-circle around an elder, or people laughing and sharing a meal together, the joy of language learning segues into something serious. The language programs at tribal colleges and within Native communities across North America represent a way for young people to connect more deeply with the past–to understand and speak the words their ancestors uttered, call the features on their homelands by ancient names, and sing traditional prayers with confidence–and to stitch together the threads of a vibrant future for their tribes.},\n\tlanguage = {eng},\n\tnumber = {4},\n\tjournal = {Tribal College Journal of American Indian Higher Education},\n\tauthor = {Paskus, Laura},\n\tyear = {2013},\n\tkeywords = {American Indian Languages, Cultural Maintenance, Heritage Education, Immersion Programs, Language Maintenance, Language Skill Attrition, Native Language Instruction, Program Descriptions, Tribally Controlled Education, Tribes},\n}\n\n

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\n \n\n \n \n \n \n \n Ka whanau mai te reo : honouring whānau, upholding reo Maori.\n \n \n \n\n\n \n Nicola Bright author\n\n\n \n\n\n\n Te Wāhanga, NZCER, Wellington, New Zealand, 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{nicola_bright_author_ka_2013,\n\taddress = {Wellington, New Zealand},\n\ttitle = {Ka whanau mai te reo : honouring whānau, upholding reo {Maori}},\n\tisbn = {978-1-927231-04-3},\n\tshorttitle = {Ka whanau mai te reo},\n\tabstract = {E ngā iwi o te motu tēnā koutou katoa. E mōhiotia ana i tēnei wā ko te huarahi whakapiki mō te tini o ngā whānau mō tō rātou whanaketanga ā-reo, ko te akoranga reo Māori i roto i ngā kura mātauranga. Ko tā tēnei rangahau kaupapa Māori mō te toru tau, he arotahi ki te whanaketanga reo Māori ā-whānau, otirā ki ngā whakawhitinga a ngā tamariki mokopuna mai i tētahi momo horopaki akoranga ki tētahi, ahakoa i roto, ahakoa i waho i ngā kura tūturu nei.},\n\tlanguage = {eng;mao},\n\tpublisher = {Te Wāhanga, NZCER},\n\tauthor = {{Nicola Bright author}},\n\tyear = {2013},\n\tkeywords = {Maori (New Zealand people) Education New Zealand., Maori language Acquisition., Maori language Revival., Maori language Study and teaching Immersion method., Mātauranga., Reo Māori., Whānau.},\n}\n\n

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\n \n\n \n \n \n \n \n Taking it to the people is educator's mission; Te Reo o Taranaki Provider of the Year.\n \n \n \n\n\n \n \n\n\n \n\n\n\n Taranaki Daily News,4. 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_taking_2013,\n\ttitle = {Taking it to the people is educator's mission; {Te} {Reo} o {Taranaki} {Provider} of the {Year}},\n\tissn = {1176-7596},\n\tabstract = {Taranaki's Maori language revitalisation organisation has won national recognition for the third time. Te Reo o Taranaki was last night named Provider of the Year Tangata Whenua in the Adult...},\n\tlanguage = {eng},\n\tjournal = {Taranaki Daily News},\n\tyear = {2013},\n\tkeywords = {Community, Health Facilities, Language},\n\tpages = {4},\n}\n\n

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\n \n\n \n \n \n \n \n \n He riri tā te tawa uho, he riri tā te tawa para.\n \n \n \n \n\n\n \n Cowell, J. T.\n\n\n \n\n\n\n Ph.D. Thesis, Auckland University of Technology, 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{cowell_he_2013,\n\ttype = {Thesis},\n\ttitle = {He riri tā te tawa uho, he riri tā te tawa para},\n\turl = {http://aut.researchgateway.ac.nz/handle/10292/5516},\n\tabstract = {Te reo Māori (the Māori language) is the life-force of what it means to be Māori, and embedded in the language is Māori knowledge, customs and culture. However, the health of the language was significantly compromised in the 19th and 20th centuries and “declined steeply over the past 100 years” (Te Puni Kōkiri, 2004, p.11). Despite considerable efforts made towards strengthening the language's health, te reo Māori (the Māori language) remains in a vulnerable position. This is where intervention into language loss plays an important role in the language's maintenance, revitalisation, and survival. Mobile-learning (m-learning) can be viewed as an avenue to exploit for facilitating Māori language transmission and, accordingly, contribute to the revitalisation and maintenence of the language. M-learning, defined as "the exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning” (Northampton College, n.d, para.3), can occur anytime, anywhere. The research situates m-learning within the contexts of Māori language revitalisation and Māori language transmission with reference to kaupapa Māori (Māori ideology) values and whakataukī (proverbial saying/s). He riri tā te tawa uho, he riri tā te tawa para which features as the title is a whakataukī that addresses the different genres of Māori language, of language transmission and of language revitalisation. Whakataukī - which is one example of a Māori language genre - play an important role in the research by providing a philosphical underpinning and guiding philosophy for the research. M-learning as a possible avenue or genre of Māori language transmission is also situated within the philosophies of selected whakataukī. These whakataukī affirm the importance of the Māori language, its well-being and the necessary role of intervention into language loss for the maintenance and survival of the Māori language. The guiding principles for the study therefore come from a Māori perspective and the research is grounded in Kaupapa Māori Research Theory. M-learning's role and validity in the facilitation of Māori language transmission and revitalisation is assessed and considerations that should be made to protect and respect the mauri (essence, life-force) and mana (integrity) of the Māori language, and deliver it responsibly in the m-learning arena are highlighted. This includes proposing He Rākau: a model, a guideline based on the research findings for those who wish to create Māori language m-learning resources with respect to the language and tikanga Māori. The Māori language is the poutokomanawa (the centre pole) of mana Māori (Māori prestige) and therefore Māori people need to "take control of the future destiny of the language and to plan for its survival" (Government Review Team, 1988, p.18).},\n\tlanguage = {en},\n\turldate = {2016-06-29},\n\tschool = {Auckland University of Technology},\n\tauthor = {Cowell, Jamie Te-Huia},\n\tyear = {2013},\n}\n\n

\n\n\n

\n Te reo Māori (the Māori language) is the life-force of what it means to be Māori, and embedded in the language is Māori knowledge, customs and culture. However, the health of the language was significantly compromised in the 19th and 20th centuries and “declined steeply over the past 100 years” (Te Puni Kōkiri, 2004, p.11). Despite considerable efforts made towards strengthening the language's health, te reo Māori (the Māori language) remains in a vulnerable position. This is where intervention into language loss plays an important role in the language's maintenance, revitalisation, and survival. Mobile-learning (m-learning) can be viewed as an avenue to exploit for facilitating Māori language transmission and, accordingly, contribute to the revitalisation and maintenence of the language. M-learning, defined as \"the exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning” (Northampton College, n.d, para.3), can occur anytime, anywhere. The research situates m-learning within the contexts of Māori language revitalisation and Māori language transmission with reference to kaupapa Māori (Māori ideology) values and whakataukī (proverbial saying/s). He riri tā te tawa uho, he riri tā te tawa para which features as the title is a whakataukī that addresses the different genres of Māori language, of language transmission and of language revitalisation. Whakataukī - which is one example of a Māori language genre - play an important role in the research by providing a philosphical underpinning and guiding philosophy for the research. M-learning as a possible avenue or genre of Māori language transmission is also situated within the philosophies of selected whakataukī. These whakataukī affirm the importance of the Māori language, its well-being and the necessary role of intervention into language loss for the maintenance and survival of the Māori language. The guiding principles for the study therefore come from a Māori perspective and the research is grounded in Kaupapa Māori Research Theory. M-learning's role and validity in the facilitation of Māori language transmission and revitalisation is assessed and considerations that should be made to protect and respect the mauri (essence, life-force) and mana (integrity) of the Māori language, and deliver it responsibly in the m-learning arena are highlighted. This includes proposing He Rākau: a model, a guideline based on the research findings for those who wish to create Māori language m-learning resources with respect to the language and tikanga Māori. The Māori language is the poutokomanawa (the centre pole) of mana Māori (Māori prestige) and therefore Māori people need to \"take control of the future destiny of the language and to plan for its survival\" (Government Review Team, 1988, p.18).\n

\n\n\n

\n \n\n \n \n \n \n \n Ko Aotearoa Tenei : Law and Policy Affecting Maori Culture and Identity.\n \n \n \n\n\n \n Williams, D. V.\n\n\n \n\n\n\n , 20(3): 311–331. 2013.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{williams_ko_2013,\n\ttitle = {Ko {Aotearoa} {Tenei} : {Law} and {Policy} {Affecting} {Maori} {Culture} and {Identity}},\n\tvolume = {20},\n\tissn = {0940-7391},\n\tshorttitle = {Ko {Aotearoa} {Tenei}},\n\tdoi = {10.1017/S0940739113000143},\n\tabstract = {Abstract In July 2011 what is commonly known as the Wai 262 Report was released. After a protracted series of hearings, dating back to 1997, the New Zealand Waitangi Tribunal has at last reported on the some of the wide range of issues canvassed in those hearings. Three beautifully illustrated volumes contain a large number of recommendations in what is described as a whole-of-government report. This article notes earlier comments on Wai 262 in this journal and reframes what is often known as the ‘Maori renaissance’ from which this claim emerged in 1991. The Tribunal decided not to discuss historical aspects of the evidence presented, except for the Tohunga Suppression Act 1907, as this was not ‘an orthodox territorial claim’ allowing the Crown to negotiate with iwi for a Treaty Settlement. Of great significance for this readership, the Tribunal staunchly refused to entertain any discussion of ‘ownership’ claims to Maori cultural property. Rather, the Tribunal focussed on ‘perfecting the Treaty partnership’ between the two founding peoples of Aotearoa New Zealand. Its report is concerned with the future and with the Treaty of Waitangi when the nation has moved beyond the grievance mode that has dominated the last quarter century. The partnership principles are pragmatic and flexible. Very seldom indeed can Maori expect to regain full authority over their treasured properties and resources. The eight major topics of the chapters on intellectual property, genetic and biological resources, the environment, the conservation estate, the Maori language, Maori knowledge systems, Maori medicines and international instruments are briefly summarised. The author is critical of this Tribunal panel's timidity in refusing to make strong findings of Treaty breach as the basis for practical recommendations—the approach usually adopted in previous Tribunal reports on contemporary issues. The article then notes that the Wai 262 report featured significantly in 2012 hearings on Maori claims to proprietary rights in freshwater resources. It featured not to assist the freshwater claimants, however, but as a shield wielded by the Crown to try to deny Maori any remedy.The low bar of partnership consultations encouraged by the Wai 262 report was congenial for Crown counsel seeking to undermine Maori claims to customary rights akin to ‘ownership’ of water. The 2012 Tribunal panel, under a new Chief Judge, restrictively distinguished the Wai 262 report and found in favour of Maori rights to water. In conclusion, the article notes the irony of a government following neo-liberal policies in pursuing a privatisation strategy and yet relying on ‘commons’ rhetoric to deny Maori any enforceable rights to water; and of indigenous people arguing for ownership property rights to frustrate that government's policies.},\n\tnumber = {3},\n\tauthor = {Williams, David V.},\n\tyear = {2013},\n\tpages = {311--331},\n}\n\n

\n\n\n

\n Abstract In July 2011 what is commonly known as the Wai 262 Report was released. After a protracted series of hearings, dating back to 1997, the New Zealand Waitangi Tribunal has at last reported on the some of the wide range of issues canvassed in those hearings. Three beautifully illustrated volumes contain a large number of recommendations in what is described as a whole-of-government report. This article notes earlier comments on Wai 262 in this journal and reframes what is often known as the ‘Maori renaissance’ from which this claim emerged in 1991. The Tribunal decided not to discuss historical aspects of the evidence presented, except for the Tohunga Suppression Act 1907, as this was not ‘an orthodox territorial claim’ allowing the Crown to negotiate with iwi for a Treaty Settlement. Of great significance for this readership, the Tribunal staunchly refused to entertain any discussion of ‘ownership’ claims to Maori cultural property. Rather, the Tribunal focussed on ‘perfecting the Treaty partnership’ between the two founding peoples of Aotearoa New Zealand. Its report is concerned with the future and with the Treaty of Waitangi when the nation has moved beyond the grievance mode that has dominated the last quarter century. The partnership principles are pragmatic and flexible. Very seldom indeed can Maori expect to regain full authority over their treasured properties and resources. The eight major topics of the chapters on intellectual property, genetic and biological resources, the environment, the conservation estate, the Maori language, Maori knowledge systems, Maori medicines and international instruments are briefly summarised. The author is critical of this Tribunal panel's timidity in refusing to make strong findings of Treaty breach as the basis for practical recommendations—the approach usually adopted in previous Tribunal reports on contemporary issues. The article then notes that the Wai 262 report featured significantly in 2012 hearings on Maori claims to proprietary rights in freshwater resources. It featured not to assist the freshwater claimants, however, but as a shield wielded by the Crown to try to deny Maori any remedy.The low bar of partnership consultations encouraged by the Wai 262 report was congenial for Crown counsel seeking to undermine Maori claims to customary rights akin to ‘ownership’ of water. The 2012 Tribunal panel, under a new Chief Judge, restrictively distinguished the Wai 262 report and found in favour of Maori rights to water. In conclusion, the article notes the irony of a government following neo-liberal policies in pursuing a privatisation strategy and yet relying on ‘commons’ rhetoric to deny Maori any enforceable rights to water; and of indigenous people arguing for ownership property rights to frustrate that government's policies.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Decolonizing methodologies: research and indigenous peoples.\n \n \n \n \n\n\n \n Wilson, C.\n\n\n \n\n\n\n Social Policy Journal of New Zealand,214–217. 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Decolonizing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{wilson_decolonizing_2013,\n\ttitle = {Decolonizing methodologies: research and indigenous peoples},\n\tshorttitle = {Decolonizing methodologies},\n\turl = {https://www.msd.govt.nz/documents/about-msd-and.../17_pages214_217.pdf},\n\tabstract = {“Research” is probably one of the dirtiest words in the indigenous world’s vocabulary. This line, from the introduction to Linda Tuhiwai Smith’s book Decolonizing Methodologies, sets the scene for an extensive critique of Western paradigms of research and knowledge from the position of an indigenous and “colonised” Mäori woman. Tuhiwai Smith’s book challenges traditional Western ways of knowing and researching and calls for the “decolonization” of methodologies, and for a new agenda of indigenous research. According to Tuhiwai Smith, “decolonization” is concerned with having “a more critical understanding of the underlying assumptions, motivations and values that inform research practices”.},\n\tjournal = {Social Policy Journal of New Zealand},\n\tauthor = {Wilson, Carla},\n\tyear = {2013},\n\tkeywords = {Colonialism–Social aspects, Colonisation, Ethnicity, Indigenous Knowledge, imperialism},\n\tpages = {214--217},\n}\n\n

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\n \n\n \n \n \n \n \n \n Engagement and recruitment of Māori and non-Māori people of advanced age to LiLACS NZ.\n \n \n \n \n\n\n \n Dyall, L.; Kepa, M.; Hayman, K.; Teh, R.; Moyes, S.; Broad, J. B.; and Kerse, N.\n\n\n \n\n\n\n Australian and New Zealand journal of public health, 37(2): 124–131. 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Engagement$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{dyall_engagement_2013,\n\ttitle = {Engagement and recruitment of {Māori} and non-{Māori} people of advanced age to {LiLACS} {NZ}},\n\tvolume = {37},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1111/1753-6405.12029/full},\n\tnumber = {2},\n\turldate = {2015-12-21},\n\tjournal = {Australian and New Zealand journal of public health},\n\tauthor = {Dyall, Lorna and Kepa, Mere and Hayman, Karen and Teh, Ruth and Moyes, Simon and Broad, Joanna B. and Kerse, Ngaire},\n\tyear = {2013},\n\tpages = {124--131},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n Muddle in the mainstream: Maori language education policy in mainstream schools.\n \n \n \n\n\n \n Lourie, M.\n\n\n \n\n\n\n New Zealand Journal of Educational Studies, 48(1): 6–18. 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{lourie_muddle_2013,\n\ttitle = {Muddle in the mainstream: {Maori} language education policy in mainstream schools},\n\tvolume = {48},\n\tissn = {0028-8276},\n\tshorttitle = {Muddle in the mainstream},\n\tabstract = {This paper examines the relationship between biculturalism and the purpose of Maori language education in mainstream schools for non-Mäori students, as it is expressed through policy statements and practice drivers. The question of whether bilingualism is an ideal for all New Zealanders, or only for those of Maori ethnicity, is particularly ambiguous. I suggest that this is because policy continues to attempt to accommodate two increasingly disparate understandings of biculturalism. In curriculum documents the purpose of learning te reo Mäori for Maori students is presented as contributing to the development of a Mäori ethnic identity, while for non-Mäori the relationship between the Mäori language and their own identity is disregarded. [PUBLICATION ]},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {New Zealand Journal of Educational Studies},\n\tauthor = {Lourie, Megan},\n\tyear = {2013},\n\tkeywords = {Aotearoa New Zealand, Education, Education Policy, Ethnicity, Language Policy, National Identity, Pedagogy, Students},\n\tpages = {6--18},\n}\n\n

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\n \n\n \n \n \n \n \n \n Indigenous Tweeting for Language Survival: The Māori-Language Profile.\n \n \n \n \n\n\n \n Mato, P.; and Keegan, T. T.\n\n\n \n\n\n\n . 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Indigenous$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{mato_indigenous_2013,\n\ttitle = {Indigenous {Tweeting} for {Language} {Survival}: {The} {Māori}-{Language} {Profile}},\n\tshorttitle = {Indigenous {Tweeting} for {Language} {Survival}},\n\turl = {http://infonomics-society.org/IJTIE/Indigenous%20Tweeting%20for%20Language%20Survival.pdf},\n\tabstract = {Indigenous and minority language groups are increasingly embracing the power of web-based technology as they struggle to ensure the continued health and survival of their own languages. Māori, the indigenous race of New Zealand, are no exception. Initiatives involving the Microsoft Corporation, Moodle and Google Inc. have resulted in a range of localized interfaces now available in the Māori language. More recently, the Māori language has been made available on mobile devices, physical self-service machines and social media technology. This research investigates the development of online Māori-language communities using Twitter. The investigation was made possible by the information capture and trending functionality of the Indigenous Tweets website. It is evident that the development of vibrant online indigenous and minority language communities is underpinned by the ease in which the speakers are able to find each other amidst the sheer volume of global languages that dominate social media. It is also evident for te reo Māori that the bulk of Māori-language tweets arise from initiatives that seek to disseminate translated information rather than illicit interaction from other users. Whether or not this could be deemed suitable for developing online language communities is yet to be determined. However, some individuals were identified who were focused on engaging users in online conversations in te reo Māori.},\n\turldate = {2015-11-30},\n\tauthor = {Mato, Paora and Keegan, Te Taka},\n\tyear = {2013},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n Kia toa te reo o Ngāti Toa, kia rangatira ai a Ngāti Toa. Te Māhere Reo Māori o Ngāti Toa Rangatira.\n \n \n \n\n\n \n Te Rūnanga o Toa Rangatira Inc\n\n\n \n\n\n\n Technical Report 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{te_runanga_o_toa_rangatira_inc_kia_2013,\n\ttitle = {Kia toa te reo o {Ngāti} {Toa}, kia rangatira ai a {Ngāti} {Toa}. {Te} {Māhere} {Reo} {Māori} o {Ngāti} {Toa} {Rangatira}},\n\tauthor = {{Te Rūnanga o Toa Rangatira Inc}},\n\tyear = {2013},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n Generations Linked: A Case Example of Māori Grandparents.\n \n \n \n \n\n\n \n Ofahengaue Vakalahi, H.; and Taiapa, J. T.\n\n\n \n\n\n\n Journal of Family Social Work, 16(4): 332–347. 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Generations$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{ofahengaue_vakalahi_generations_2013,\n\ttitle = {Generations {Linked}: {A} {Case} {Example} of {Māori} {Grandparents}},\n\tvolume = {16},\n\tissn = {1052-2158},\n\tshorttitle = {Generations {Linked}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/10522158.2013.794377},\n\tdoi = {10.1080/10522158.2013.794377},\n\tabstract = {This article offers an analysis of the significance of intergenerational living patterns and relationships as the mechanisms by which Pacific grandparents preserve and transmit indigenous cultural values, beliefs, and practices. A case example from a study conducted among Māori grandparents in Aotearoa, New Zealand, serves as the core focus of discussion. Seventeen grandparents were interviewed about their lived experiences in their multiple generation homes. Findings indicate that intergenerational life is a means for linking generations and transmission of indigenous culture to the next generation. Participants discussed their intergenerational relationship with much affection and love for their grandchildren and family. Discussion and implications for future research and practice are provided.},\n\tnumber = {4},\n\tjournal = {Journal of Family Social Work},\n\tauthor = {Ofahengaue Vakalahi, Halaevaluf and Taiapa, Juliat T.},\n\tyear = {2013},\n\tkeywords = {Cultural Transmission, Intergenerational Relationships, Māori Grandparents},\n\tpages = {332--347},\n}\n\n

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\n \n\n \n \n \n \n \n \n \"Mainstreaming\" Te Reo Maori: Beyond Indifference and Tokenism in the Classroom.\n \n \n \n \n\n\n \n Ngapo, K.\n\n\n \n\n\n\n Kairaranga, 14(1): 3–10. 2013.\n \n\n\n\n
\n\n\n\n \n \n $\""Mainstreaming"$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{ngapo_mainstreaming_2013,\n\ttitle = {"{Mainstreaming}" {Te} {Reo} {Maori}: {Beyond} {Indifference} and {Tokenism} in the {Classroom}},\n\tvolume = {14},\n\tissn = {1175-9232},\n\tshorttitle = {"{Mainstreaming}" {Te} {Reo} {Maori}},\n\turl = {http://eric.ed.gov/?id=EJ1011401},\n\tabstract = {This paper examines why Maori language needs to be taught accurately at the early stages of initial teacher education programmes and continue for the duration of a teacher education student's degree. If teacher education faculties are permitting their students to mispronounce Maori names or words, they are in fact doing a disservice, not only to the Maori language, but also to the students destined to teach in English medium schools and the children who attend these schools. This paper defines some of the challenges and questions in regards to the inadequate fostering of the Maori language in many initial teacher education programmes and what needs to be done to rectify this situation. This paper also covers the state of the Maori language, attitudes towards it and strategies for teachers to use in a mainstream teaching setting. (Contains 11 footnotes.)},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2015-12-22},\n\tjournal = {Kairaranga},\n\tauthor = {Ngapo, Koro},\n\tyear = {2013},\n\tkeywords = {Cultural Awareness, Cultural Pluralism, Foreign Countries, Language Attitudes, Language Proficiency, Language Usage, Malayo Polynesian Languages, Official Languages, Pronunciation, Second Language Instruction, Social Attitudes, Teacher Attitudes, Teacher Education Programs},\n\tpages = {3--10},\n}\n\n

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\n \n\n \n \n \n \n \n \n Mōteatea Kau te Ngākau. He aha ia nei i tuā atu i ngā kupu, i te rangi o te waiata?.\n \n \n \n \n\n\n \n Tahi-Rangihau, T. H. R.\n\n\n \n\n\n\n Ph.D. Thesis, 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Mōteatea$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{tahi-rangihau_moteatea_2013,\n\ttitle = {Mōteatea {Kau} te {Ngākau}. {He} aha ia nei i tuā atu i ngā kupu, i te rangi o te waiata?},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/7937},\n\tabstract = {Māori have always expressed themselves through the medium of song, and the various stanzas contained within the many Māori compositions that exist are a rich depositary of knowledge, offering people an insight into the Māori world. Māori compositions are mirrors into the past reflecting the issues, language, and beliefs of the people of that era, and in many instances immortalising the feelings and ideas of the people. Such was the importance of traditional composition to Māori, that individuals skilled in this art form where held in high regard, and even in a modern context we still celebrate our revered composers. This study is concerned with Tūhoe composition, and in particular the songs that have been composted for Te Wharekura o Huiarau. This school is located within the Tūhoe settlement of Ruatāhuna, and since its establishment a host of songs have been composed for the school to express its unique identity, as well as the feelings and beliefs of the different composers. This thesis argues that the various songs that have been sung by the children of Te Wharekura o Huiarau throughout the decades are clear markers of the children‟s identity, and by examining these songs a clear picture of the language, issues and influences of the different generations can be examined and investigated. In addition, this study is concerned with the wider role of composition within Tūhoe society, exploring how this has developed across time, understanding the current state of Tūhoe composition and ultimately looking towards the future. This thesis will highlight many of the famous Tūhoe composers and their compositions, as well as various songs that are connected to Te Wharekura o Huiarau. These compositions will be studied with the view of creating a foundation for further work, that will ultimately support the development of a new generation of Tūhoe composers.},\n\tauthor = {Tahi-Rangihau, Te Hauāuru Raeleen},\n\tyear = {2013},\n}\n\n

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\n \n\n \n \n \n \n \n \n Kei moenga - tārā i te ārero. Lest it be severed from the tongue.\n \n \n \n \n\n\n \n Bailey, I.\n\n\n \n\n\n\n Ph.D. Thesis, University of Waikato, 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Kei$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{bailey_kei_2013,\n\ttype = {Thesis},\n\ttitle = {Kei moenga - tārā i te ārero. {Lest} it be severed from the tongue},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/7903},\n\tabstract = {Tūwharetoa are a distinctive tribal group who are located within the central North Island. With a proud and celebrated history, Tūwharetoa evolved through out time to become a complex and unique tribe, containing a number of sub tribes, each with its own authority, structure and land holdings. However, like all Māori, Tūwharetoa were greatly affected by the impact of European colonisation. In particular the unique language and customs of Tūwharetoa where savaged by the policy of assimilation and the introduction of a new language and its cultural beliefs. Presently the traditional language of Tūwharetoa is in a perilous state, and regardless of the many Māori language initiatives that have been established over the past few decades, the special language of Tūwharetoa is declining. This thesis is concerned with understanding the reasons why the traditional language of Tūwharetoa finds itself in this position, while also assessing the initatives implemented by Tūwharetoa to rectify this situation. Furthermore this study will look to create a possible pathway forward for Tūwharetoa to support the regeneration and revitalisation of the language. Ultimately this thesis will propose a framework bedded within language planning theory, supported by a kaupapa Māori research methodology and founded within the beliefs of Tūwharetoa, to see the return of te reo Māori as the main form of communication for the people of Tūwharetoa, and as a clear marker of our identity and uniqueness.},\n\tlanguage = {Te Reo Māori},\n\turldate = {2016-07-20},\n\tschool = {University of Waikato},\n\tauthor = {Bailey, Iraia},\n\tyear = {2013},\n\tkeywords = {Austronesian Language, Chronology, English/Pākehā, Hapori Reo Māori, Hītori, Language Decline, Modern Māori, Māori communities, Mārama pū, Māwhe Reo, Planning, Rangahau, Rautaki, Research, Tatauranga, Te Heuheu, Te Reo Inaianei, Tuwharetoa, statistics},\n}\n\n

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\n \n\n \n \n \n \n \n Social media and minority languages convergence and the creative industries.\n \n \n \n\n\n \n Haf Gruffydd Jones, E.; Uribe-Jongbloed, E.; and Ebooks Corporation\n\n\n \n\n\n\n of Multilingual MattersMultilingual Matters, Bristol ; Buffalo, 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{haf_gruffydd_jones_social_2013,\n\taddress = {Bristol ; Buffalo},\n\tseries = {Multilingual {Matters}},\n\ttitle = {Social media and minority languages convergence and the creative industries},\n\tisbn = {978-1-84769-905-3},\n\tabstract = {Title Page; Copyright; Contents; Contributors; Preface; Introduction: Ethnic/Linguistic Minority Media – What their History Reveals, How Scholars have Studied them and What We might Ask Next; Part 1 Theoretical Debates on Convergence and Minority Languages; 1 Minority Languages Media Studies and Communication for Social Change: Dialogue between Europe and Latin America; 2 Towards Ethnolinguistic Identity Gratifi cations; 3 Minority Language Media, Convergence Culture and the Indices of Linguistic Vitality; Part 2: Web 2.0, Social Networking Sites and Minority Languages., 4 Investigating the Differential Use of Welsh in Young Speakers' Social Networks: A Comparison of Communication in Face-to-Face Settings, in Electronic Texts and on Social Networking Sites5 Luxembourgish on Facebook: Language Ideologies and Writing Strategies; 6 Audience Design and Communication Accommodation Theory: Use of Twitter by Welsh – English Biliterates; 7 Kashubian and Modern Media: The Infl uence of New Technologies on Endangered Languages; 8 The Welsh Language on YouTube: Initial Observations., 9 Learning Communities Mediated through Technology: Pedagogic Opportunities for Minority Languages10 Enhancing Linguistic Diversity through Collaborative Translation: TraduXio, an Open Source Platform for Multilingual Workfl ow Management in Media; 11 Experiences of Audience Interaction by BBC Network Radio Producers: Implications for Endangered Language Media; Part 3: Media Convergence and Creative Industries; 12 Towards a Template for a Linguistic Policy for Minority Language Broadcasters; 13 Legislating the Language of Cinema: Developments in Catalonia., 14 The Contribution of BBC ALBA to Gaelic: A Social and Economic Review15 Multilingual Practice of the EITB Group and its TV Provision for Teenagers; 16 Tell a Song/Waiata Mai/Abair Amhrán: Singing Out; 17 Languages: Obstacles and Brand Values in the Age of Media Convergence; Concluding Remarks: Towards an Understanding of Media Impact on Minority Language Use; Index., As a field in its own right, Minority Language Media studies is developing fast. The recent technological and social developments that have accelerated media convergence and opened new ways of access and exchange into spaces formerly controlled by media institutions, offer new opportunities, challenges and dangers to minority languages, and especially to their already established media institutions., \\$\\$Cseries\\_note\\$\\$VMultilingual Matters.},\n\tlanguage = {eng},\n\tpublisher = {Multilingual Matters},\n\tauthor = {Haf Gruffydd Jones, Elin and Uribe-Jongbloed, Enrique and {Ebooks Corporation}},\n\tyear = {2013},\n\tkeywords = {Electronic books., Linguistic minorities., Minorities in mass media., Minorities in the mass media industry., Social media., Web 2.0 Social aspects.},\n}\n\n

\n\n\n

\n Title Page; Copyright; Contents; Contributors; Preface; Introduction: Ethnic/Linguistic Minority Media – What their History Reveals, How Scholars have Studied them and What We might Ask Next; Part 1 Theoretical Debates on Convergence and Minority Languages; 1 Minority Languages Media Studies and Communication for Social Change: Dialogue between Europe and Latin America; 2 Towards Ethnolinguistic Identity Gratifi cations; 3 Minority Language Media, Convergence Culture and the Indices of Linguistic Vitality; Part 2: Web 2.0, Social Networking Sites and Minority Languages., 4 Investigating the Differential Use of Welsh in Young Speakers' Social Networks: A Comparison of Communication in Face-to-Face Settings, in Electronic Texts and on Social Networking Sites5 Luxembourgish on Facebook: Language Ideologies and Writing Strategies; 6 Audience Design and Communication Accommodation Theory: Use of Twitter by Welsh – English Biliterates; 7 Kashubian and Modern Media: The Infl uence of New Technologies on Endangered Languages; 8 The Welsh Language on YouTube: Initial Observations., 9 Learning Communities Mediated through Technology: Pedagogic Opportunities for Minority Languages10 Enhancing Linguistic Diversity through Collaborative Translation: TraduXio, an Open Source Platform for Multilingual Workfl ow Management in Media; 11 Experiences of Audience Interaction by BBC Network Radio Producers: Implications for Endangered Language Media; Part 3: Media Convergence and Creative Industries; 12 Towards a Template for a Linguistic Policy for Minority Language Broadcasters; 13 Legislating the Language of Cinema: Developments in Catalonia., 14 The Contribution of BBC ALBA to Gaelic: A Social and Economic Review15 Multilingual Practice of the EITB Group and its TV Provision for Teenagers; 16 Tell a Song/Waiata Mai/Abair Amhrán: Singing Out; 17 Languages: Obstacles and Brand Values in the Age of Media Convergence; Concluding Remarks: Towards an Understanding of Media Impact on Minority Language Use; Index., As a field in its own right, Minority Language Media studies is developing fast. The recent technological and social developments that have accelerated media convergence and opened new ways of access and exchange into spaces formerly controlled by media institutions, offer new opportunities, challenges and dangers to minority languages, and especially to their already established media institutions., $$Cseries_note$$VMultilingual Matters.\n

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\n \n\n \n \n \n \n \n Keeping languages alive : documentation, pedagogy and revitalization.\n \n \n \n\n\n \n Mari C. Jones editor of compilation; and Sarah Ogilvie editor of compilation\n\n\n \n\n\n\n Cambridge University Press, Cambridge, UK, 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{mari_c._jones_editor_of_compilation_keeping_2013,\n\taddress = {Cambridge, UK},\n\ttitle = {Keeping languages alive : documentation, pedagogy and revitalization},\n\tisbn = {978-1-107-02906-4},\n\tshorttitle = {Keeping languages alive},\n\tabstract = {Increasing numbers of the world's languages have ever fewer speakers and are in danger of falling silent. To tackle this problem, scholars are collaborating with members of indigenous communities all around the globe to document and describe these endangered languages and cultures so that future speech communities may learn, teach, and revitalize their languages.},\n\tlanguage = {eng},\n\tpublisher = {Cambridge University Press},\n\tauthor = {{Mari C. Jones editor of compilation} and {Sarah Ogilvie editor of compilation}},\n\tyear = {2013},\n\tkeywords = {Anthropological linguistics., Endangered languages., Language maintenance., Language obsolescence., Typology (Linguistics)},\n}\n\n

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\n \n\n \n \n \n \n \n Matua rautia : the report on the kōhanga reo claim.\n \n \n \n\n\n \n New Zealand. Waitangi Tribunal author\n\n\n \n\n\n\n Legislation Direct, 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._waitangi_tribunal_author_matua_2013,\n\ttitle = {Matua rautia : the report on the kōhanga reo claim},\n\tshorttitle = {Matua rautia},\n\tabstract = {"This publication is the outcome of an urgent Waitangi Tribunal inquiry into alleged acts and omissions of the Crown in relation to kōhanga reo, in particular concerning the report of the Government's Early Childhood Education Taskforce and the potential development of Government policy which would affect the operation and support of kōhanga reo. Kōhanga reo provide a total immersion Māori language and whānau development programme for children from birth to five years of age and their whānau. The claimants alleged that the Crown had acted in a manner inconsistent with the principles of the Treaty of Waitangi with respect to a range of issues affecting the relationship between the Crown and kōhanga reo and the ability of kōhanga reo to operate effectively in ensuring the transmission of the Maori language and culture. It was also alleged that actions and omissions of the Crown, had led to a decline in the number of kōhanga reo and the number of children enrolled in them. The Tribunal made recommendations aimed at addressing the extremely vulnerable state of the Māori language and the kōhanga reo movement and the serious threat that this posed for the survival of te reo Māori as a living language"–Publisher information., \\$\\$Cseries\\_note\\$\\$VWaitangi Tribunal report.},\n\tlanguage = {eng},\n\tpublisher = {Legislation Direct},\n\tauthor = {{New Zealand. Waitangi Tribunal author}},\n\tyear = {2013},\n\tkeywords = {Children, Kerēme (Tiriti o Waitangi), Kōhanga reo Government policy., Kōhanga reo., Maori (New Zealand people) Claims., Maori Education (Preschool), Maori language., Reo Māori., Tiriti o Waitangi., Treaty of Waitangi (1840)},\n}\n\n

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\n \n\n \n \n \n \n \n The fourth eye : Maori media in Aotearoa New Zealand.\n \n \n \n\n\n \n Hokowhitu, B.\n\n\n \n\n\n\n of Indigenous AmericasUniversity of Minnesota Press, Minneapolis, 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{hokowhitu_fourth_2013,\n\taddress = {Minneapolis},\n\tseries = {Indigenous {Americas}},\n\ttitle = {The fourth eye : {Maori} media in {Aotearoa} {New} {Zealand}},\n\tisbn = {978-1-4529-4174-5},\n\tshorttitle = {The fourth eye},\n\tabstract = {As the first publication of its kind on Indigenous media in Aotearoa New Zealand (hereafter referred to as "New Zealand"), this collection brings a fresh approach to the relatively distinct fields of media Studies and Indigenous Studies. It contributes to both fields by drawing upon key debates, concepts, and theoretical approaches that mark them, while suggesting that each discipline has much to offer the other, and through this, proposes a connection between the disciplines to shore up the possibility of articulating an Indigenous Media Studies.},\n\tlanguage = {eng},\n\tpublisher = {University of Minnesota Press},\n\tauthor = {Hokowhitu, Brendan},\n\tyear = {2013},\n\tkeywords = {Electronic books., Indigenous peoples and mass media New Zealand., Maori (New Zealand people) Press coverage., Maori (New Zealand people) Social life and customs., Maori language.},\n}\n\n

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\n \n\n \n \n \n \n \n \n Matua te Reo, Matua te Tangata. Speaker Community: visions, approaches, outcomes.\n \n \n \n \n\n\n \n Hond, R.\n\n\n \n\n\n\n Ph.D. Thesis, Massey University, 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Matua$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{hond_matua_2013,\n\ttitle = {Matua te {Reo}, {Matua} te {Tangata}. {Speaker} {Community}: visions, approaches, outcomes},\n\turl = {http://mro.massey.ac.nz/xmlui/bitstream/handle/10179/5439/02_whole.pdf?sequence=2&isAllowed=y},\n\tabstract = {It is a well- documented fact that, globally, the number of languages spoken is diminishing. Māori is a threatened language. While much effort has gone into language revitalisation efforts to reverse language shift for Māori, in the past few decades it has focused on state as opposed to community mechanisms and community capacity has reduced. This is at odds with international evidence of the critical nature of intergenerational language transmission, a community -based strategy, in the achievement of language vitality. This research is about M āori language revitalisation and investigates how it facilitates intergenerationally sustainable health outcomes. It explores three main areas: the characteristics of Māori language revitalisation, the form of community development approaches used, and the Māori health outcomes that arise from language revitalisation practice. The research was located within a constructivist paradigm, took a qualitative approach, and applied a case study research strategy. Three case study groups that displayed features of language revitalisation participated in the research. They were: Te Ataarangi – nationally based; Te Reo o Whanganui – regionally based; and, Te Kōpae Piripono – locally based. The primary source of data was in -depth open -ended interviews carried out with knowledgeable group representatives. This study has proposed a new term, speaker community, which signals a shift in understanding the process by which restoring vitality to a threatened language is achieved. First, language vitality is viewed as a state of language strength arising from the restoration of conditions that enable language use among a community of speakers where another language is dominant. Second, that language revitalisation is a community -level endeavour that provides a means to achieve language vitality. This research has also explained the role of language revitalisation in the achievement of positive Māori health outcomes. The framework ‘Matua te Reo’ describes the relationship between the core activities of speaker communities and the achievement of positive Māori health outcomes. The identified health outcomes underpin a secure Māori identity and are community defined. It is further argued that the sustainability of outcomes can be enhanced by encouraging a key language revitalisation approach based on the re -engagement of natural intergenerational transmission of language, culture and identity.},\n\tschool = {Massey University},\n\tauthor = {Hond, Ruakere},\n\tyear = {2013},\n}\n\n

\n\n\n

\n It is a well- documented fact that, globally, the number of languages spoken is diminishing. Māori is a threatened language. While much effort has gone into language revitalisation efforts to reverse language shift for Māori, in the past few decades it has focused on state as opposed to community mechanisms and community capacity has reduced. This is at odds with international evidence of the critical nature of intergenerational language transmission, a community -based strategy, in the achievement of language vitality. This research is about M āori language revitalisation and investigates how it facilitates intergenerationally sustainable health outcomes. It explores three main areas: the characteristics of Māori language revitalisation, the form of community development approaches used, and the Māori health outcomes that arise from language revitalisation practice. The research was located within a constructivist paradigm, took a qualitative approach, and applied a case study research strategy. Three case study groups that displayed features of language revitalisation participated in the research. They were: Te Ataarangi – nationally based; Te Reo o Whanganui – regionally based; and, Te Kōpae Piripono – locally based. The primary source of data was in -depth open -ended interviews carried out with knowledgeable group representatives. This study has proposed a new term, speaker community, which signals a shift in understanding the process by which restoring vitality to a threatened language is achieved. First, language vitality is viewed as a state of language strength arising from the restoration of conditions that enable language use among a community of speakers where another language is dominant. Second, that language revitalisation is a community -level endeavour that provides a means to achieve language vitality. This research has also explained the role of language revitalisation in the achievement of positive Māori health outcomes. The framework ‘Matua te Reo’ describes the relationship between the core activities of speaker communities and the achievement of positive Māori health outcomes. The identified health outcomes underpin a secure Māori identity and are community defined. It is further argued that the sustainability of outcomes can be enhanced by encouraging a key language revitalisation approach based on the re -engagement of natural intergenerational transmission of language, culture and identity.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Ka whānau mai te reo. Honouring Whānau Upholding Reo Māori.\n \n \n \n \n\n\n \n Bright, N.; Barnes, A.; and Hutchings, J.\n\n\n \n\n\n\n Technical Report 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Ka$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{bright_ka_2013,\n\ttitle = {Ka whānau mai te reo. {Honouring} {Whānau} {Upholding} {Reo} {Māori}},\n\turl = {http://www.nzcer.org.nz/system/files/Whanau%20mai%20te%20reo%20.Web_.pdf},\n\tabstract = {Kupu Whakataki - Preamble E ngā iwi o te motu tēnā koutou katoa. E mōhiotia ana i tēnei wā ko te huarahi whakapiki mō te tini o ngā whānau mō tō rātou whanaketanga ā-reo, ko te akoranga reo Māori i roto i ngā kura mātauranga. Ko tā tēnei rangahau kaupapa Māori mō te toru tau, he arotahi ki te whanaketanga reo Māori ā-whānau, otirā ki ngā whakawhitinga a ngā tamariki mokopuna mai i tētahi momo horopaki akoranga ki tētahi, ahakoa i roto, ahakoa i waho i ngā kura tūturu nei. Ka noho tēnei kaupapa hei rito, i roto tonu i te kaupapa whakaora reo Māori whānui ake, i roto i Aotearoa New Zealand. I tēnei kaupapa whānui he rerekē ngā mahi a te whānau, a te Kāwanatanga tētahi i tētahi. Ahakoa rerekē, he tūnga whakahirahira tō te kāwanatanga, he tūnga whakahirahira tō te whānau, hei kaupare atu i ngā tukunga iho o te nohonoho mai o tauiwi me ōna raruraru, i raungaiti ai te noho o te reo i roto i ngā whakatupuranga. Kua hē noa iho ngā huarahi tukutuku i te reo mai i te pakeke ki te tamaiti. Ka tae tēnei ki te tau 2013, ko te nuinga o ngā kaikōrero pakeke i ako kē ki te kōrero Māori i waho anō i ō rātou kāinga. He mea tēnei e herea ai te kaha o te whānau ki te whāngai i te reo ki ā rātou tamariki i roto i ngā mahi o te kāinga, e tupu māori noa mai ai te reo. E rua ā mātou whāinga matua mō tēnei kaupapa: 1 He whakahōhonu i tō tātou mārama me pēhea te tautoko i te whānau reo Māori i roto i ēnei whakawhitinga whakahirahira, i te neke haeretanga o te whānau i waenga i ngā kura tūturu, i waho anō hoki i te pūnaha kura. 2 He tautoko i te whanaketanga o te whānau reo Māori mā te hora i ngā mōhiohio whai take ki ngā whānau rerekē, hei āwhina i a rātou ki te whakatau tikanga mō rātou anō. E arotahi ana mātou ki ngā whakawhitinga ki ngā wāhi ako hou i roto i tēnei kaupapa nā te mea koinā ngā “whatinga ngaru” e huri ai te whānau ki te whiriwhiri mehemea kei runga rātou i te huarahi ako tōtika. Hei reira hoki ka whakatau anō te whānau mehemea koinei te huarahi hei whakatutuki i ō rātou tūmanako mō te reo Māori me te mātauranga, me ērā atu mea nunui ki a rātou. He maha ngā whakatau, he matatini hoki ngā whakatau, ina whiria ko tēhea te horopaki hou e tutuki ai ngā hiahia me ngā wawata o ngā ākonga me ō rātou whānau. E tika ana kia whiwhi ngā whānau i ngā mōhiohio ngāwari noa te kimi atu mō te katoa, mō ngā whāinga wāhi e wātea ana ki a rātou. Kei tēnei pūrongo te tīmatanga o ētahi mōhiohio whai tikanga mō te whānau, ki tā mātou titiro: Kua oti te tautohu ētahi ritenga whakawhitinga papai i runga anō i ngā tāhuhu kōrero pakari e puta mai ana i ngā pukapuka me ngā kōrero mai i ngā whānau, ā, he whakaaro anō ō mātou me pēhea te whakapai ake i te huarahi whakawhitinga. He mea tino nui tēnei momo mōhiohio nā te mea mā konei ka āwhinatia ngā whānau ki te whiriwhiri i ngā momo akoranga reo Māori ka whāia e rātou, me pēhea hoki e puta ai he hua i tā rātou i kōwhiri ai hei whakatutuki i ō rātou moemoeā mō te reo Māori},\n\tauthor = {Bright, Nicola and Barnes, Alex and Hutchings, Jessica},\n\tyear = {2013},\n\tkeywords = {Bilingualism, Educational Development, Honouring Whānau upholding Te Reo, Immerssion, Ka whānau mai te Reo Framework, Kaupapa Māori (ideologies), Kounga, Kura, Kōrero-ā-whānau, Mainstream education, Māori Language Education, Māori Medium, Mātauranga, Mātauranga Reo, Rangatiratanga, Relationships, Reo Rua, Research Project, Rūmaki, Schooling, Tamariki, Transitions, Whanaungatanga, Whānau},\n}\n\n

\n\n\n

\n Kupu Whakataki - Preamble E ngā iwi o te motu tēnā koutou katoa. E mōhiotia ana i tēnei wā ko te huarahi whakapiki mō te tini o ngā whānau mō tō rātou whanaketanga ā-reo, ko te akoranga reo Māori i roto i ngā kura mātauranga. Ko tā tēnei rangahau kaupapa Māori mō te toru tau, he arotahi ki te whanaketanga reo Māori ā-whānau, otirā ki ngā whakawhitinga a ngā tamariki mokopuna mai i tētahi momo horopaki akoranga ki tētahi, ahakoa i roto, ahakoa i waho i ngā kura tūturu nei. Ka noho tēnei kaupapa hei rito, i roto tonu i te kaupapa whakaora reo Māori whānui ake, i roto i Aotearoa New Zealand. I tēnei kaupapa whānui he rerekē ngā mahi a te whānau, a te Kāwanatanga tētahi i tētahi. Ahakoa rerekē, he tūnga whakahirahira tō te kāwanatanga, he tūnga whakahirahira tō te whānau, hei kaupare atu i ngā tukunga iho o te nohonoho mai o tauiwi me ōna raruraru, i raungaiti ai te noho o te reo i roto i ngā whakatupuranga. Kua hē noa iho ngā huarahi tukutuku i te reo mai i te pakeke ki te tamaiti. Ka tae tēnei ki te tau 2013, ko te nuinga o ngā kaikōrero pakeke i ako kē ki te kōrero Māori i waho anō i ō rātou kāinga. He mea tēnei e herea ai te kaha o te whānau ki te whāngai i te reo ki ā rātou tamariki i roto i ngā mahi o te kāinga, e tupu māori noa mai ai te reo. E rua ā mātou whāinga matua mō tēnei kaupapa: 1 He whakahōhonu i tō tātou mārama me pēhea te tautoko i te whānau reo Māori i roto i ēnei whakawhitinga whakahirahira, i te neke haeretanga o te whānau i waenga i ngā kura tūturu, i waho anō hoki i te pūnaha kura. 2 He tautoko i te whanaketanga o te whānau reo Māori mā te hora i ngā mōhiohio whai take ki ngā whānau rerekē, hei āwhina i a rātou ki te whakatau tikanga mō rātou anō. E arotahi ana mātou ki ngā whakawhitinga ki ngā wāhi ako hou i roto i tēnei kaupapa nā te mea koinā ngā “whatinga ngaru” e huri ai te whānau ki te whiriwhiri mehemea kei runga rātou i te huarahi ako tōtika. Hei reira hoki ka whakatau anō te whānau mehemea koinei te huarahi hei whakatutuki i ō rātou tūmanako mō te reo Māori me te mātauranga, me ērā atu mea nunui ki a rātou. He maha ngā whakatau, he matatini hoki ngā whakatau, ina whiria ko tēhea te horopaki hou e tutuki ai ngā hiahia me ngā wawata o ngā ākonga me ō rātou whānau. E tika ana kia whiwhi ngā whānau i ngā mōhiohio ngāwari noa te kimi atu mō te katoa, mō ngā whāinga wāhi e wātea ana ki a rātou. Kei tēnei pūrongo te tīmatanga o ētahi mōhiohio whai tikanga mō te whānau, ki tā mātou titiro: Kua oti te tautohu ētahi ritenga whakawhitinga papai i runga anō i ngā tāhuhu kōrero pakari e puta mai ana i ngā pukapuka me ngā kōrero mai i ngā whānau, ā, he whakaaro anō ō mātou me pēhea te whakapai ake i te huarahi whakawhitinga. He mea tino nui tēnei momo mōhiohio nā te mea mā konei ka āwhinatia ngā whānau ki te whiriwhiri i ngā momo akoranga reo Māori ka whāia e rātou, me pēhea hoki e puta ai he hua i tā rātou i kōwhiri ai hei whakatutuki i ō rātou moemoeā mō te reo Māori\n

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\n \n\n \n \n \n \n \n Tau mai te reo = The Māori language in education strategy 2013-2017.\n \n \n \n\n\n \n New Zealand. Ministry of Education, a.\n\n\n \n\n\n\n Ministry of Education, Wellington, 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._ministry_of_education_tau_2013,\n\taddress = {Wellington},\n\ttitle = {Tau mai te reo = {The} {Māori} language in education strategy 2013-2017.},\n\tisbn = {978-0-478-40684-9},\n\tabstract = {Ko te ara matua = The strategic context for Māori language in education – Ko te ara mātauranga What we need to know – Ko te ara hīkoi = What we need to do – Ko te ara tangata = Where we need to be., "The vision for Tau Mai Te Reo is 'Kia tau te reo', a state in which the language thrives and cloaks the land and people. It can be read as the outcome statement sought for the Māori language." – Verso of front cover., \\$\\$Cgeneral\\_note\\$\\$V"Ka hikitia accelerating success.", \\$\\$C general\\_note\\$\\$V Archived by the National Library of New Zealand in PDF (53 pages)., \\$\\$C general\\_note\\$\\$V Hypertext links contained in the archived instances of this title are non-functional., \\$\\$C general\\_note\\$\\$V "Tau Mai Te Reo builds on the Māori language in education elements of Ka Hikitia - Accelerating Success 2013-2017. Tau Mai Te Reo recognises the importance of iwi and Māori participation, contribution and partnership to strengthen Māori language in eduation consistent with Whakapūmautia, Papakōwhaitia, Tau ana – Gasp, Embrace, Realise: Conducting Excellent education relationships." – Inside back cover.},\n\tlanguage = {eng},\n\tpublisher = {Ministry of Education},\n\tauthor = {New Zealand. Ministry of Education, author},\n\tyear = {2013},\n\tkeywords = {Maori language Government policy New Zealand., Maori language Study and teaching., Matareo., Reo Māori.},\n}\n\n

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\n \n\n \n \n \n \n \n \n Agent-based models of language competition: Macroscopic descriptions and Order-Disorder transitions.\n \n \n \n \n\n\n \n Castelló, X.; Loureiro-Porto, L.; and San Miguel, M.\n\n\n \n\n\n\n International Journal of the Sociology of Language, 2013(221): 21–51. 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Agent-based$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{castello_agent-based_2013,\n\ttitle = {Agent-based models of language competition: {Macroscopic} descriptions and {Order}-{Disorder} transitions},\n\tvolume = {2013},\n\tissn = {0165-2516},\n\turl = {http://ifisc.uib-csic.es/ federico/myarticles/language.pdf},\n\tdoi = {10.1515/ijsl-2013-0022},\n\tabstract = {This article uses computer simulations as a means of assessing two different models for the competition between two languages from the interdisciplinary perspective of complex systems. These models allow for the analysis of the role of bilingual speakers and they consider two of the basic factors determining the use of each language: their relative prestige and the language loyalty of their speakers. Here we assess the effect of these parameters in different social networks, with the aim of contributing to the understanding of the role of bilingualism and social networks in processes of language contact. We first present a qualitative analysis based on a simulation tool that we have designed, in order to visualize the dynamics of the models. Secondly, we consider a qualitative analysis of the role of complex networks, identifying mechanisms for the rapid extinction of a language and for situations of language segregation. Finally, we present a quantitative analysis which shows, counter-intuitively, a transition from a final scenario of language maintenance to one of language shift as language loyalty increases. Other findings are: (i) that the scenario of language coexistence is reduced in the presence of bilingual agents; and (ii) that networks which allow for local effects reduce further the situations for which language maintenance is possible.},\n\tnumber = {221},\n\tjournal = {International Journal of the Sociology of Language},\n\tauthor = {Castelló, Xavier and Loureiro-Porto, Lucía and San Miguel, Maxi},\n\tyear = {2013},\n\tkeywords = {Agent-Based Models, Complex Social Networks, Language Loyalty, Language Shift And Revitalization, Prestige},\n\tpages = {21--51},\n}\n\n

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\n \n\n \n \n \n \n \n \n ‘We are family’: Māori success in foundation programmes.\n \n \n \n \n\n\n \n Mcmurchy-Pilkington, C.\n\n\n \n\n\n\n Higher Education Research & Development, 32(3): 436–449. 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"‘We$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{mcmurchy-pilkington_we_2013,\n\ttitle = {‘{We} are family’: {Māori} success in foundation programmes},\n\tvolume = {32},\n\tcopyright = {Usage incurs a charge},\n\tissn = {0729-4360},\n\tshorttitle = {‘{We} are family’},\n\turl = {http://www.tandfonline.com/doi/full/10.1080/07294360.2011.643294?scroll=top&needAccess=true},\n\tdoi = {10.1080/07294360.2011.643294},\n\tabstract = {This paper considers the question: What constitutes an optimal learning environment for Māori learners in foundation programmes? Using Kaupapa Māori methodology, nearly 100 adult Māori (Indigenous) students in Aotearoa/New Zealand were interviewed from a range of tertiary providers of foundation programmes. State-funded foundation programmes that scaffold adults into tertiary education are a partial response to Ministry of Education concerns about unsatisfactory high school statistics for some sections of the community. Connecting with Māori voices enabled the researchers to gain a deeper awareness of the reality of study experiences for these adult learners. It is argued that academic participation and success for adult Māori learners is increased when the learning and teaching environment mirrors the connectedness and belonging of a whānau (family) environment.},\n\tnumber = {3},\n\tjournal = {Higher Education Research \\& Development},\n\tauthor = {Mcmurchy-Pilkington, Colleen},\n\tyear = {2013},\n\tkeywords = {Indigenous Education, Māori Education, Student Experience, Student Learning, Teaching Practice, Whānau},\n\tpages = {436--449},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Reo Maori as a Language of New Zealand Law: The Attainment of Civic Status.\n \n \n \n \n\n\n \n Ahu, T.\n\n\n \n\n\n\n Ph.D. Thesis, Victoria University of Wellington, 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{ahu_te_2013,\n\ttitle = {Te {Reo} {Maori} as a {Language} of {New} {Zealand} {Law}: {The} {Attainment} of {Civic} {Status}},\n\tshorttitle = {Te {Reo} {Maori} as a {Language} of {New} {Zealand} {Law}},\n\turl = {http://hdl.handle.net/10063/2811},\n\tabstract = {In July 2011 the Waitangi Tribunal released Wai 262, its report on the indigenous flora and fauna claim. In the report, the Tribunal signalled "a deep-seated fear for the survival of te reo" and found that the language was in a state of "renewed decline". To date, revitalisation initiatives have focussed largely on stemming language decline in the community. Comparatively little attention has been given to the need to develop te reo Māori in the civic life of the state; in particular, as a language of law and legal process. This dissertation argues that if te reo Māori is to survive in the 21st century, it must develop as a fully functional language of New Zealand law. This dissertation critiques the domestic and international instruments that protect the right to use te reo Māori in civic contexts, and identifies three developments that are necessary for te reo Māori to achieve full functionality as a legal language. The first is the provision of an unqualified right to use Māori in the law-making process. The second is the use of Māori in the substantive enactment of law. The third is a principled and consistent approach to drafting and interpreting Māori words and provisions in statutes.},\n\tlanguage = {en\\_NZ},\n\turldate = {2016-07-17},\n\tschool = {Victoria University of Wellington},\n\tauthor = {Ahu, Tai},\n\tyear = {2013},\n\tkeywords = {Civic language, Law, Legislative drafting, Minority language rights, Statutory interpretation, Te reo Maori},\n}\n\n

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@phdthesis{cowell_he_2013,\n\ttype = {Masters of {Arts}},\n\ttitle = {He riri tā te tawa uho, he riri tā te tawa para},\n\turl = {http://aut.researchgateway.ac.nz/handle/10292/5516},\n\tabstract = {Te reo Māori (the Māori language) is the life-force of what it means to be Māori, and embedded in the language is Māori knowledge, customs and culture. However, the health of the language was significantly compromised in the 19th and 20th centuries and “declined steeply over the past 100 years” (Te Puni Kōkiri, 2004, p.11). Despite considerable efforts made towards strengthening the language's health, te reo Māori (the Māori language) remains in a vulnerable position. This is where intervention into language loss plays an important role in the language's maintenance, revitalisation, and survival. Mobile-learning (m-learning) can be viewed as an avenue to exploit for facilitating Māori language transmission and, accordingly, contribute to the revitalisation and maintenence of the language. M-learning, defined as "the exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning” (Northampton College, n.d, para.3), can occur anytime, anywhere. The research situates m-learning within the contexts of Māori language revitalisation and Māori language transmission with reference to kaupapa Māori (Māori ideology) values and whakataukī (proverbial saying/s). He riri tā te tawa uho, he riri tā te tawa para which features as the title is a whakataukī that addresses the different genres of Māori language, of language transmission and of language revitalisation. Whakataukī - which is one example of a Māori language genre - play an important role in the research by providing a philosphical underpinning and guiding philosophy for the research. M-learning as a possible avenue or genre of Māori language transmission is also situated within the philosophies of selected whakataukī. These whakataukī affirm the importance of the Māori language, its well-being and the necessary role of intervention into language loss for the maintenance and survival of the Māori language. The guiding principles for the study therefore come from a Māori perspective and the research is grounded in Kaupapa Māori Research Theory. M-learning's role and validity in the facilitation of Māori language transmission and revitalisation is assessed and considerations that should be made to protect and respect the mauri (essence, life-force) and mana (integrity) of the Māori language, and deliver it responsibly in the m-learning arena are highlighted. This includes proposing He Rākau: a model, a guideline based on the research findings for those who wish to create Māori language m-learning resources with respect to the language and tikanga Māori. The Māori language is the poutokomanawa (the centre pole) of mana Māori (Māori prestige) and therefore Māori people need to "take control of the future destiny of the language and to plan for its survival" (Government Review Team, 1988, p.18).},\n\tlanguage = {en},\n\turldate = {2016-07-27},\n\tschool = {Auckland University of Technology},\n\tauthor = {Cowell, Jamie Te-Huia},\n\tyear = {2013},\n\tkeywords = {Auheke, Aupiki, Current Health of the Māori Language, Decline of the language, Intergenerational language transmission, Interpretation of Whakataukī, Intervention, Kaupapa Māori Framework, Kōrero Whakatepe, Mobile assisted language learning, Māori Language events, Mārama Pū / Critical Awareness, Proto-Austronesian, Te Ao Māori, Te Mātātuhi, Te Puna Kōrero, Te Reo Revitalisation, Te oranga o te reo Māori, Technology, The importane of te reo Māori, Tātaritanga},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Rita Papesch: case study of an exemplary learner of Māori as an additional language.\n \n \n \n \n\n\n \n Rātima, M. T.; and Papesch, T. R.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism, 17(4): 379–393. July 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{ratima_te_2013,\n\ttitle = {Te {Rita} {Papesch}: case study of an exemplary learner of {Māori} as an additional language},\n\tvolume = {17},\n\tissn = {1367-0050},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2013.806431},\n\tdoi = {10.1080/13670050.2013.806431},\n\tnumber = {4},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Rātima, Matiu Tai and Papesch, Te Rita},\n\tmonth = jul,\n\tyear = {2013},\n\tpages = {379--393},\n}\n\n

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\n \n\n \n \n \n \n \n \n Indigenous language revitalisation in Aotearoa New Zealand & Alba Scotland.\n \n \n \n \n\n\n \n Timms, C. E.; and Timms-Dean, K.\n\n\n \n\n\n\n Ph.D. Thesis, 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Indigenous$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@phdthesis{timms_indigenous_2013,\n\ttitle = {Indigenous language revitalisation in {Aotearoa} {New} {Zealand} \\& {Alba} {Scotland}},\n\turl = {http://otago.ourarchive.ac.nz/handle/10523/3851},\n\tabstract = {Language revitalisation aims to ‘reverse language shift' (see Fishman, 1991; 2001), that is, to reverse the process of language decline. Language usage in the home and intergenerational transmission are fundamental to the achievement of language revitalisation. Language decline and revitalisation have become ‘glocal' issues in that Indigenous communities are making global connections in order to promote local expressions of language revitalisation. This is truly a worldwide phenomenon given that it has been estimated that up to half of the world's approximately 6000 languages will be extinct by the end of the twenty-first century (Krauss, 1992). Responses to Indigenous language decline in Aotearoa New Zealand and Alba Scotland were initially spearheaded by communities, with government support developing later due to public pressure and activism. Government efforts for language revitalisation in these two countries focus on three key areas: language policy and planning; education; and the media. Aspects of popular culture, such as print culture, performing arts and music may also attract some funding, but the focus is usually on these as an expression of national culture and identity. Community responses to language decline are varied and include language policy and planning, education, the media and popular culture as tools to promote language revitalisation. This thesis aims to undertake a sustained cross-national comparative analysis of language revitalisation practices in relation to two Indigenous languages: te reo Māori1 in Aotearoa New Zealand and Gàidhlig2 in Alba Scotland. It examines the language revitalisation strategies employed in these two countries including government and community responses to language decline. The thesis focuses on the contributions of language policy and planning, education, the media and popular culture to language revitalisation. In particular the role of popular culture will be explored, with reference to print culture, performing arts and popular music. Although these elements are often recognised in planning for language revitalisation, they can be overshadowed by the emphasis placed on education and the media. As a result, the supporting role of music, print and performing arts has not been fully explored or exploited. In particular, these activities have the potential to be alternate sites for language acquisition and use outside of formal and informal learning environments, and to provide a corpus of language resources that can be used to promote language acquisition and usage.},\n\tauthor = {Timms, Catriona Elizabeth and Timms-Dean, Kate},\n\tyear = {2013},\n\tkeywords = {Language Planning},\n}\n\n

\n\n\n

\n Language revitalisation aims to ‘reverse language shift' (see Fishman, 1991; 2001), that is, to reverse the process of language decline. Language usage in the home and intergenerational transmission are fundamental to the achievement of language revitalisation. Language decline and revitalisation have become ‘glocal' issues in that Indigenous communities are making global connections in order to promote local expressions of language revitalisation. This is truly a worldwide phenomenon given that it has been estimated that up to half of the world's approximately 6000 languages will be extinct by the end of the twenty-first century (Krauss, 1992). Responses to Indigenous language decline in Aotearoa New Zealand and Alba Scotland were initially spearheaded by communities, with government support developing later due to public pressure and activism. Government efforts for language revitalisation in these two countries focus on three key areas: language policy and planning; education; and the media. Aspects of popular culture, such as print culture, performing arts and music may also attract some funding, but the focus is usually on these as an expression of national culture and identity. Community responses to language decline are varied and include language policy and planning, education, the media and popular culture as tools to promote language revitalisation. This thesis aims to undertake a sustained cross-national comparative analysis of language revitalisation practices in relation to two Indigenous languages: te reo Māori1 in Aotearoa New Zealand and Gàidhlig2 in Alba Scotland. It examines the language revitalisation strategies employed in these two countries including government and community responses to language decline. The thesis focuses on the contributions of language policy and planning, education, the media and popular culture to language revitalisation. In particular the role of popular culture will be explored, with reference to print culture, performing arts and popular music. Although these elements are often recognised in planning for language revitalisation, they can be overshadowed by the emphasis placed on education and the media. As a result, the supporting role of music, print and performing arts has not been fully explored or exploited. In particular, these activities have the potential to be alternate sites for language acquisition and use outside of formal and informal learning environments, and to provide a corpus of language resources that can be used to promote language acquisition and usage.\n

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\n \n\n \n \n \n \n \n \n Developing a New Māori Language Strategy.\n \n \n \n \n\n\n \n Kōkiri, T. P.\n\n\n \n\n\n\n Technical Report Wellington, 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Developing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{kokiri_developing_2013,\n\taddress = {Wellington},\n\ttype = {Invitation to comment},\n\ttitle = {Developing a {New} {Māori} {Language} {Strategy}},\n\turl = {http://www.tetaurawhiri.govt.nz/assets/MLS-documents/Developing-a-new-Maori-language-strategy-discussion-document.pdf},\n\tabstract = {The Minister of Mäori Affairs has a mandate to consult with iwi and Mäori language stakeholders about Developing a New Mäori Language Strategy . This document sets out a suite of proposals to guide this consultation, drawing on: the key themes in the recent reviews of the Mäori Language Strategy 2003; best practice in language revitalisation theory and practice among iwi and around the world; and the emerging dynamics of Crown/iwi and Mäori relationships. The Minister of Mäori Affairs has asked officials to undertake this consultation on his behalf. This document sets out: • the proposed results for a new Mäori Language Strategy; • some proposed principles to guide the overall approach; • a strengthened focus on whänau, hapü and iwi language development; • a proposal to establish a representative iwi entity to assume ownership and management of Te Taura Whiri i te reo Mäori ( Te Taura Whiri ) and Te Mängai Päho, and to assume the roles and responsibilities of Te Pütahi Paoho with regard to the Mäori Television Service; • proposals to strengthen Crown-iwi and Mäori relationships; • some planning, implementation and reporting requirements for government agencies that deliver Mäori language programmes and services; • the key role of Mäori language in education in the Mäori Language Strategy, and information about Tau Mai Te Reo - the Mäori Language in Education Strategy 2013-2017 produced by the Ministry of Education in 2013; and • some proposed changes to the Mäori Language Act 1987 to strengthen its provisions in line with the New Zealand Sign Language Act 2006.},\n\tauthor = {Kōkiri, Te Puni},\n\tyear = {2013},\n}\n\n

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\n \n\n \n \n \n \n \n \n Gaelic for Teachers. Design options for a sabbatical course of intensive Gaelic language and pedagogies for qualified teachers wishing to work in Gaelic medium classrooms.\n \n \n \n \n\n\n \n McPake, J.; Mcleod, W.; Wilson, M.; and Fassetta, G.\n\n\n \n\n\n\n Technical Report June, 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Gaelic$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{mcpake_gaelic_2013,\n\ttitle = {Gaelic for {Teachers}. {Design} options for a sabbatical course of intensive {Gaelic} language and pedagogies for qualified teachers wishing to work in {Gaelic} medium classrooms.},\n\turl = {http://www.research.ed.ac.uk/portal/files/14835282/Gaelic_for_Teachers.pdf},\n\tabstract = {This report presents findings from the Gaelic for Teachers study, commissioned by Bòrd na Gàidhlig, to investigate issues relevant to the design of a new professional development course for qualified teachers wishing to transfer to Gaelic-medium education. The aims of such a course would be to ensure that such teachers enter the GME sector equipped with the requisite language and pedagogical skills.},\n\tnumber = {June},\n\tauthor = {McPake, Joanna and Mcleod, Wilson and Wilson, Mona and Fassetta, Giovanna},\n\tyear = {2013},\n\tpages = {5 -- 56},\n}\n\n

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\n \n\n \n \n \n \n \n \n Right-Shifting A Nation to Empower an Indigenous Language in Aotearoa/New Zealand.\n \n \n \n \n\n\n \n Higgins, R.; and Rewi, P.\n\n\n \n\n\n\n 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Right-Shifting$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{higgins_right-shifting_2013,\n\ttitle = {Right-{Shifting} {A} {Nation} to {Empower} an {Indigenous} {Language} in {Aotearoa}/{New} {Zealand}},\n\tisbn = {978-618-5065-10-2},\n\turl = {http://www.atiner.gr/abstracts/2013ABST-LNG.pdf#page=35},\n\tabstract = {Since Māori became an official language in Aotearoa/New Zealand 25 years ago there has been sustained efforts by Māori language initiatives such as Kōhanga Reo (pre-school Māori language and cultural immersion education centres), Māori broadcasting (both television and radio), Kura Kaupapa (primary immersion schooling) and Te Ataarangi (community based language learning methodology) to revitalise the Māori language. Despite these efforts, research continues to lament the demise of the language with limited strategies to reverse this loss. Furthermore, this research is often framed using deficit theory and paints a grim picture for the future of the Māori language. Can we rebuild Māori language communities and encourage normalisation of the language through valuing the language? Te Kura Roa is a Pae Tawhiti research project commissioned by Ngā Pae o Te Māramatanga (a Centre for Research Excellence) investigating the Value of the Māori language and the responsiveness of both the State and community to the language. After twelve months of enquiry, this presentation explains ZePA, the research model that has been adopted as a considered approach to Māori language strategies. This is primarily through right shifting people through three critical positions: Zero – Passive – Active. We present the application of the ZePA paradigm in identifying and presenting factors that enable or disable Māori language maintenance and acquisition and the impact this has on rebuilding Māori language communities. This presentation reveals the value shown towards the Māori language and what the potential of right-shifting communities to see the benefits for the inclusion of indigenous languages as part of a nation's identity.},\n\tnumber = {July},\n\tauthor = {Higgins, Rawinia and Rewi, Poia},\n\tyear = {2013},\n}\n\n

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\n \n\n \n \n \n \n \n \n The world's languages in crisis: A 20-year update.\n \n \n \n \n\n\n \n Simons, G. F; and Lewis, P.\n\n\n \n\n\n\n In 26th Linguistics Symposium: Language Death, Endangerment, Documentation, and Revitalization University of Wisconsin, Milwaukee, 20–22 October 2011, pages 20–22, 2013. \n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@inproceedings{simons_worlds_2013,\n\ttitle = {The world's languages in crisis: {A} 20-year update},\n\turl = {http://www-01.sil.org/ simonsg/preprint/Wisconsin Symposium.pdf},\n\tabstract = {The world's languages in crisis” (Krauss 1992), the great linguistic call to arms in the face of the looming language endangerment crisis, was first delivered in an Endangered Languages Symposium at the 1991 annual meeting of the Linguistic Society of America. Using the best available sources, he surveyed the global situation and estimated that only 10\\% of languages seem safe in the long term, up to 50\\% may already be moribund, and the remainder are in danger of becoming moribund by the end of this century. Twenty years later, better information is available. In this paper we use information from the latest edition of the Ethnologue (Lewis, Simons \\& Fennig 2013) to offer an update to the global statistics on language viability. Specifically the data for this study come from our work to estimate the level of every language on earth on the EGIDS or Expanded Graded Intergenerational Disruption Scale (Lewis \\& Simons 2010). Our finding is that at one extreme more than 75\\% of the languages that were in use in 1950 are now extinct or moribund in Australia, Canada, and the United States, but at the other extreme less than 10\\% of languages are extinct or moribund in sub- Saharan Africa. Overall we find that 19\\% of the world's living languages are no longer being learned by children. We hypothesize that these radically different language endangerment outcomes in different parts of the world are explained by Mufwene's (2002) observations concerning the effects of settlement colonization versus exploitation colonization on language ecologies. We also speculate that urbanization may have effects like settlement colonization and may thus pose the next great threat to minority languages.},\n\tbooktitle = {26th {Linguistics} {Symposium}: {Language} {Death}, {Endangerment}, {Documentation}, and {Revitalization} {University} of {Wisconsin}, {Milwaukee}, 20–22 {October} 2011},\n\tauthor = {Simons, Gary F and Lewis, Paul},\n\tyear = {2013},\n\tpages = {20--22},\n}\n\n

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\n \n\n \n \n \n \n \n \n Kei Moenga - Tārā i te ārero. Lest it be severed from the tongue.\n \n \n \n \n\n\n \n Bailey, I.\n\n\n \n\n\n\n Ph.D. Thesis, The University of Waikato, 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Kei$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{bailey_kei_2013,\n\ttype = {Masters of {Arts}},\n\ttitle = {Kei {Moenga} - {Tārā} i te ārero. {Lest} it be severed from the tongue},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/7903},\n\tabstract = {Tūwharetoa are a distinctive tribal group who are located within the central North Island. With a proud and celebrated history, Tūwharetoa evolved through out time to become a complex and unique tribe, containing a number of sub tribes, each with its own authority, structure and land holdings. However, like all Māori, Tūwharetoa were greatly affected by the impact of European colonisation. In particular the unique language and customs of Tūwharetoa where savaged by the policy of assimilation and the introduction of a new language and its cultural beliefs. Presently the traditional language of Tūwharetoa is in a perilous state, and regardless of the many Māori language initiatives that have been established over the past few decades, the special language of Tūwharetoa is declining. This thesis is concerned with understanding the reasons why the traditional language of Tūwharetoa finds itself in this position, while also assessing the initatives implemented by Tūwharetoa to rectify this situation. Furthermore this study will look to create a possible pathway forward for Tūwharetoa to support the regeneration and revitalisation of the language. Ultimately this thesis will propose a framework bedded within language planning theory, supported by a kaupapa Māori research methodology and founded within the beliefs of Tūwharetoa, to see the return of te reo Māori as the main form of communication for the people of Tūwharetoa, and as a clear marker of our identity and uniqueness.},\n\tlanguage = {Te Reo Māori},\n\tschool = {The University of Waikato},\n\tauthor = {Bailey, Iraia},\n\tyear = {2013},\n}\n\n

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\n \n\n \n \n \n \n \n TAU MAI TE REO: The Māori Language in Education Strategy 2013-2017.\n \n \n \n\n\n \n Ministry of Education\n\n\n \n\n\n\n Technical Report 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{ministry_of_education_tau_2013,\n\ttitle = {{TAU} {MAI} {TE} {REO}: {The} {Māori} {Language} in {Education} {Strategy} 2013-2017},\n\tabstract = {Māori language in education is a defining feature of Aotearoa New Zealand's education system. The education sector is looking to create opportunities for learners, especially Māori learners currently underserved by the education system. In addition Māori language needs to be supported and revitalised within education and in communities. Every Māori learner should be able to access high quality education that attends to their identity, language and culture as a critical ingredient for education success.},\n\tauthor = {{Ministry of Education}},\n\tyear = {2013},\n\tpages = {1--39},\n}\n\n

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\n \n\n \n \n \n \n \n \n Developing a Māori language mathematics lexicon: challenges for corpus planning in indigenous language contexts.\n \n \n \n \n\n\n \n Trinick, T.; and May, S.\n\n\n \n\n\n\n Volume 14 November 2013.\n \n\n\n\n
\n\n\n\n \n \n $\"Developing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{trinick_developing_2013,\n\ttitle = {Developing a {Māori} language mathematics lexicon: challenges for corpus planning in indigenous language contexts},\n\tvolume = {14},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/14664208.2013.835149},\n\tnumber = {3-04},\n\tauthor = {Trinick, Tony and May, Stephen},\n\tmonth = nov,\n\tyear = {2013},\n}\n\n

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\n \n\n \n \n \n \n \n Māori medium kaiako survey.\n \n \n \n\n\n \n New Zealand. Ministry of Education. Research Division, i. b.; and New Zealand. Ministry of Education, i. b.\n\n\n \n\n\n\n Te Tāhuhu o te Mātauranga Aotearoa, Wellington, 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._ministry_of_education._research_division_maori_2013,\n\taddress = {Wellington},\n\ttitle = {Māori medium kaiako survey},\n\tisbn = {978-0-478-40659-7},\n\tabstract = {In 2011 the Ministry of Education undertook a survey to seek the experiences of kaiako in kura and Māori medium settings about Ngā Whanaketanga Rumaki Māori at which time they had been available to kura for almost a year. The survey found that overall kaiako are progressing well in their use of Ngā Whanaketanga Rumaki Māori. The report is available at: www.educationcounts.govt.nz/publications/maori/maori-medium-education/110058 The Ministry of Education repeated the survey in 2012 at which time Ngā Whanaketanga Rumaki Māori had been available to kura for almost two years. For the 2012 survey the Ministry was interested in collecting information from kaiako about their use of Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori, confidence in using Ngā Whanaketanga Rumaki Māori, making overall judgements, reporting to whānau about student progress and achievement, assessment tools they used, their views on the PLD that was available and how Ngā Whanaketanga Rumaki Māori has informed and supported their teaching practice.},\n\tlanguage = {eng},\n\tpublisher = {Te Tāhuhu o te Mātauranga Aotearoa},\n\tauthor = {New Zealand. Ministry of Education. Research Division, issuing body and New Zealand. Ministry of Education, issuing body},\n\tyear = {2013},\n\tkeywords = {Kaiako., Maori (New Zealand people) Education., Mātauranga., Ngā Whanaketanga Rumaki Māori (Program) Evaluation., Teachers In-service training New Zealand Evaluation.},\n}\n\n

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@book{may_indigenous_2013,\n\ttitle = {Indigenous immersion education: {International} developments},\n\tvolume = {1},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/jicb.1.1.03may},\n\tnumber = {1},\n\tauthor = {May, Stephen},\n\tyear = {2013},\n}\n\n

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@article{paskus_more_2013,\n\ttitle = {More than {Words}, {A} {Way} of {Life}: {Language} {Restoration} {Programs} {Reach} beyond {Tribal} {Colleges} and {Universities}},\n\tvolume = {24},\n\tissn = {1052-5505},\n\tshorttitle = {More than {Words}, {A} {Way} of {Life}},\n\tabstract = {In North America, and worldwide, Indigenous languages are disappearing at an alarming rate. There are, however, models of success for language revitalization in immersion language programs, usually found in tribal colleges and universities. Whether the language learners are tribal college students greeting one another in their native language, kindergarteners seated in a semi-circle around an elder, or people laughing and sharing a meal together, the joy of language learning segues into something serious. The language programs at tribal colleges and within Native communities across North America represent a way for young people to connect more deeply with the past–to understand and speak the words their ancestors uttered, call the features on their homelands by ancient names, and sing traditional prayers with confidence–and to stitch together the threads of a vibrant future for their tribes.},\n\tlanguage = {eng},\n\tnumber = {4},\n\tjournal = {Tribal College Journal of American Indian Higher Education},\n\tauthor = {Paskus, Laura},\n\tyear = {2013},\n\tkeywords = {American Indian Languages, Cultural Maintenance, Heritage Education, Immersion Programs, Language Maintenance, Language Skill Attrition, Native Language Instruction, Program Descriptions, Tribally Controlled Education, Tribes},\n}\n\n

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@book{nicola_bright_author_ka_2013,\n\taddress = {Wellington, New Zealand},\n\ttitle = {Ka whanau mai te reo : honouring whānau, upholding reo {Maori}},\n\tisbn = {978-1-927231-04-3},\n\tshorttitle = {Ka whanau mai te reo},\n\tabstract = {E ngā iwi o te motu tēnā koutou katoa. E mōhiotia ana i tēnei wā ko te huarahi whakapiki mō te tini o ngā whānau mō tō rātou whanaketanga ā-reo, ko te akoranga reo Māori i roto i ngā kura mātauranga. Ko tā tēnei rangahau kaupapa Māori mō te toru tau, he arotahi ki te whanaketanga reo Māori ā-whānau, otirā ki ngā whakawhitinga a ngā tamariki mokopuna mai i tētahi momo horopaki akoranga ki tētahi, ahakoa i roto, ahakoa i waho i ngā kura tūturu nei.},\n\tlanguage = {eng;mao},\n\tpublisher = {Te Wāhanga, NZCER},\n\tauthor = {{Nicola Bright author}},\n\tyear = {2013},\n\tkeywords = {Maori (New Zealand people) Education New Zealand., Maori language Acquisition., Maori language Revival., Maori language Study and teaching Immersion method., Mātauranga., Reo Māori., Whānau.},\n}\n\n

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@article{noauthor_taking_2013,\n\ttitle = {Taking it to the people is educator's mission; {Te} {Reo} o {Taranaki} {Provider} of the {Year}},\n\tissn = {1176-7596},\n\tabstract = {Taranaki's Maori language revitalisation organisation has won national recognition for the third time. Te Reo o Taranaki was last night named Provider of the Year Tangata Whenua in the Adult...},\n\tlanguage = {eng},\n\tjournal = {Taranaki Daily News},\n\tyear = {2013},\n\tkeywords = {Community, Health Facilities, Language},\n\tpages = {4},\n}\n\n

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@phdthesis{cowell_he_2013,\n\ttype = {Thesis},\n\ttitle = {He riri tā te tawa uho, he riri tā te tawa para},\n\turl = {http://aut.researchgateway.ac.nz/handle/10292/5516},\n\tabstract = {Te reo Māori (the Māori language) is the life-force of what it means to be Māori, and embedded in the language is Māori knowledge, customs and culture. However, the health of the language was significantly compromised in the 19th and 20th centuries and “declined steeply over the past 100 years” (Te Puni Kōkiri, 2004, p.11). Despite considerable efforts made towards strengthening the language's health, te reo Māori (the Māori language) remains in a vulnerable position. This is where intervention into language loss plays an important role in the language's maintenance, revitalisation, and survival. Mobile-learning (m-learning) can be viewed as an avenue to exploit for facilitating Māori language transmission and, accordingly, contribute to the revitalisation and maintenence of the language. M-learning, defined as "the exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning” (Northampton College, n.d, para.3), can occur anytime, anywhere. The research situates m-learning within the contexts of Māori language revitalisation and Māori language transmission with reference to kaupapa Māori (Māori ideology) values and whakataukī (proverbial saying/s). He riri tā te tawa uho, he riri tā te tawa para which features as the title is a whakataukī that addresses the different genres of Māori language, of language transmission and of language revitalisation. Whakataukī - which is one example of a Māori language genre - play an important role in the research by providing a philosphical underpinning and guiding philosophy for the research. M-learning as a possible avenue or genre of Māori language transmission is also situated within the philosophies of selected whakataukī. These whakataukī affirm the importance of the Māori language, its well-being and the necessary role of intervention into language loss for the maintenance and survival of the Māori language. The guiding principles for the study therefore come from a Māori perspective and the research is grounded in Kaupapa Māori Research Theory. M-learning's role and validity in the facilitation of Māori language transmission and revitalisation is assessed and considerations that should be made to protect and respect the mauri (essence, life-force) and mana (integrity) of the Māori language, and deliver it responsibly in the m-learning arena are highlighted. This includes proposing He Rākau: a model, a guideline based on the research findings for those who wish to create Māori language m-learning resources with respect to the language and tikanga Māori. The Māori language is the poutokomanawa (the centre pole) of mana Māori (Māori prestige) and therefore Māori people need to "take control of the future destiny of the language and to plan for its survival" (Government Review Team, 1988, p.18).},\n\tlanguage = {en},\n\turldate = {2016-06-29},\n\tschool = {Auckland University of Technology},\n\tauthor = {Cowell, Jamie Te-Huia},\n\tyear = {2013},\n}\n\n

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@article{williams_ko_2013,\n\ttitle = {Ko {Aotearoa} {Tenei} : {Law} and {Policy} {Affecting} {Maori} {Culture} and {Identity}},\n\tvolume = {20},\n\tissn = {0940-7391},\n\tshorttitle = {Ko {Aotearoa} {Tenei}},\n\tdoi = {10.1017/S0940739113000143},\n\tabstract = {Abstract In July 2011 what is commonly known as the Wai 262 Report was released. After a protracted series of hearings, dating back to 1997, the New Zealand Waitangi Tribunal has at last reported on the some of the wide range of issues canvassed in those hearings. Three beautifully illustrated volumes contain a large number of recommendations in what is described as a whole-of-government report. This article notes earlier comments on Wai 262 in this journal and reframes what is often known as the ‘Maori renaissance’ from which this claim emerged in 1991. The Tribunal decided not to discuss historical aspects of the evidence presented, except for the Tohunga Suppression Act 1907, as this was not ‘an orthodox territorial claim’ allowing the Crown to negotiate with iwi for a Treaty Settlement. Of great significance for this readership, the Tribunal staunchly refused to entertain any discussion of ‘ownership’ claims to Maori cultural property. Rather, the Tribunal focussed on ‘perfecting the Treaty partnership’ between the two founding peoples of Aotearoa New Zealand. Its report is concerned with the future and with the Treaty of Waitangi when the nation has moved beyond the grievance mode that has dominated the last quarter century. The partnership principles are pragmatic and flexible. Very seldom indeed can Maori expect to regain full authority over their treasured properties and resources. The eight major topics of the chapters on intellectual property, genetic and biological resources, the environment, the conservation estate, the Maori language, Maori knowledge systems, Maori medicines and international instruments are briefly summarised. The author is critical of this Tribunal panel's timidity in refusing to make strong findings of Treaty breach as the basis for practical recommendations—the approach usually adopted in previous Tribunal reports on contemporary issues. The article then notes that the Wai 262 report featured significantly in 2012 hearings on Maori claims to proprietary rights in freshwater resources. It featured not to assist the freshwater claimants, however, but as a shield wielded by the Crown to try to deny Maori any remedy.The low bar of partnership consultations encouraged by the Wai 262 report was congenial for Crown counsel seeking to undermine Maori claims to customary rights akin to ‘ownership’ of water. The 2012 Tribunal panel, under a new Chief Judge, restrictively distinguished the Wai 262 report and found in favour of Maori rights to water. In conclusion, the article notes the irony of a government following neo-liberal policies in pursuing a privatisation strategy and yet relying on ‘commons’ rhetoric to deny Maori any enforceable rights to water; and of indigenous people arguing for ownership property rights to frustrate that government's policies.},\n\tnumber = {3},\n\tauthor = {Williams, David V.},\n\tyear = {2013},\n\tpages = {311--331},\n}\n\n

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\n \n\n \n \n \n \n \n Decolonizing methodologies: research and indigenous peoples.\n \n \n \n\n\n \n Johansson, S.\n\n\n \n\n\n\n Taylor & Francis Group, 2013.\n \n\n\n\n
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@book{johansson_decolonizing_2013,\n\ttitle = {Decolonizing methodologies: research and indigenous peoples},\n\tshorttitle = {Decolonizing methodologies},\n\tpublisher = {Taylor \\& Francis Group},\n\tauthor = {Johansson, Sara},\n\tyear = {2013},\n}\n\n

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@article{lourie_muddle_2013,\n\ttitle = {Muddle in the mainstream: {Maori} language education policy in mainstream schools},\n\tvolume = {48},\n\tissn = {0028-8276},\n\tshorttitle = {Muddle in the mainstream},\n\tabstract = {This paper examines the relationship between biculturalism and the purpose of Maori language education in mainstream schools for non-Mäori students, as it is expressed through policy statements and practice drivers. The question of whether bilingualism is an ideal for all New Zealanders, or only for those of Maori ethnicity, is particularly ambiguous. I suggest that this is because policy continues to attempt to accommodate two increasingly disparate understandings of biculturalism. In curriculum documents the purpose of learning te reo Mäori for Maori students is presented as contributing to the development of a Mäori ethnic identity, while for non-Mäori the relationship between the Mäori language and their own identity is disregarded. [PUBLICATION ]},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {New Zealand Journal of Educational Studies},\n\tauthor = {Lourie, Megan},\n\tyear = {2013},\n\tkeywords = {Aotearoa New Zealand, Education, Education Policy, Ethnicity, Language Policy, National Identity, Pedagogy, Students},\n\tpages = {6--18},\n}\n\n

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@article{dyall_engagement_2013,\n\ttitle = {Engagement and recruitment of {Māori} and non-{Māori} people of advanced age to {LiLACS} {NZ}},\n\tvolume = {37},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1111/1753-6405.12029/full},\n\tnumber = {2},\n\turldate = {2015-12-21},\n\tjournal = {Australian and New Zealand journal of public health},\n\tauthor = {Dyall, Lorna and Kepa, Mere and Hayman, Karen and Teh, Ruth and Moyes, Simon and Broad, Joanna B. and Kerse, Ngaire},\n\tyear = {2013},\n\tpages = {124--131},\n}\n\n

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@article{mato_indigenous_2013,\n\ttitle = {Indigenous {Tweeting} for {Language} {Survival}: {The} {Māori}-{Language} {Profile}},\n\tshorttitle = {Indigenous {Tweeting} for {Language} {Survival}},\n\turl = {http://infonomics-society.org/IJTIE/Indigenous%20Tweeting%20for%20Language%20Survival.pdf},\n\tabstract = {Indigenous and minority language groups are increasingly embracing the power of web-based technology as they struggle to ensure the continued health and survival of their own languages. Māori, the indigenous race of New Zealand, are no exception. Initiatives involving the Microsoft Corporation, Moodle and Google Inc. have resulted in a range of localized interfaces now available in the Māori language. More recently, the Māori language has been made available on mobile devices, physical self-service machines and social media technology. This research investigates the development of online Māori-language communities using Twitter. The investigation was made possible by the information capture and trending functionality of the Indigenous Tweets website. It is evident that the development of vibrant online indigenous and minority language communities is underpinned by the ease in which the speakers are able to find each other amidst the sheer volume of global languages that dominate social media. It is also evident for te reo Māori that the bulk of Māori-language tweets arise from initiatives that seek to disseminate translated information rather than illicit interaction from other users. Whether or not this could be deemed suitable for developing online language communities is yet to be determined. However, some individuals were identified who were focused on engaging users in online conversations in te reo Māori.},\n\turldate = {2015-11-30},\n\tauthor = {Mato, Paora and Keegan, Te Taka},\n\tyear = {2013},\n}\n\n

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@techreport{te_runanga_o_toa_rangatira_inc_kia_2013,\n\ttitle = {Kia toa te reo o {Ngāti} {Toa}, kia rangatira ai a {Ngāti} {Toa}. {Te} {Māhere} {Reo} {Māori} o {Ngāti} {Toa} {Rangatira}},\n\tauthor = {{Te Rūnanga o Toa Rangatira Inc}},\n\tyear = {2013},\n}\n\n

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@article{ofahengaue_vakalahi_generations_2013,\n\ttitle = {Generations {Linked}: {A} {Case} {Example} of {Māori} {Grandparents}},\n\tvolume = {16},\n\tissn = {1052-2158},\n\tshorttitle = {Generations {Linked}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/10522158.2013.794377},\n\tdoi = {10.1080/10522158.2013.794377},\n\tabstract = {This article offers an analysis of the significance of intergenerational living patterns and relationships as the mechanisms by which Pacific grandparents preserve and transmit indigenous cultural values, beliefs, and practices. A case example from a study conducted among Māori grandparents in Aotearoa, New Zealand, serves as the core focus of discussion. Seventeen grandparents were interviewed about their lived experiences in their multiple generation homes. Findings indicate that intergenerational life is a means for linking generations and transmission of indigenous culture to the next generation. Participants discussed their intergenerational relationship with much affection and love for their grandchildren and family. Discussion and implications for future research and practice are provided.},\n\tnumber = {4},\n\tjournal = {Journal of Family Social Work},\n\tauthor = {Ofahengaue Vakalahi, Halaevaluf and Taiapa, Juliat T.},\n\tyear = {2013},\n\tkeywords = {Cultural Transmission, Intergenerational Relationships, Māori Grandparents},\n\tpages = {332--347},\n}\n\n

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@article{ngapo_mainstreaming_2013,\n\ttitle = {"{Mainstreaming}" {Te} {Reo} {Maori}: {Beyond} {Indifference} and {Tokenism} in the {Classroom}},\n\tvolume = {14},\n\tissn = {1175-9232},\n\tshorttitle = {"{Mainstreaming}" {Te} {Reo} {Maori}},\n\turl = {http://eric.ed.gov/?id=EJ1011401},\n\tabstract = {This paper examines why Maori language needs to be taught accurately at the early stages of initial teacher education programmes and continue for the duration of a teacher education student's degree. If teacher education faculties are permitting their students to mispronounce Maori names or words, they are in fact doing a disservice, not only to the Maori language, but also to the students destined to teach in English medium schools and the children who attend these schools. This paper defines some of the challenges and questions in regards to the inadequate fostering of the Maori language in many initial teacher education programmes and what needs to be done to rectify this situation. This paper also covers the state of the Maori language, attitudes towards it and strategies for teachers to use in a mainstream teaching setting. (Contains 11 footnotes.)},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2015-12-22},\n\tjournal = {Kairaranga},\n\tauthor = {Ngapo, Koro},\n\tyear = {2013},\n\tkeywords = {Cultural Awareness, Cultural Pluralism, Foreign Countries, Language Attitudes, Language Proficiency, Language Usage, Malayo Polynesian Languages, Official Languages, Pronunciation, Second Language Instruction, Social Attitudes, Teacher Attitudes, Teacher Education Programs},\n\tpages = {3--10},\n}\n\n

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@phdthesis{tahi-rangihau_moteatea_2013,\n\ttitle = {Mōteatea {Kau} te {Ngākau}. {He} aha ia nei i tuā atu i ngā kupu, i te rangi o te waiata?},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/7937},\n\tabstract = {Māori have always expressed themselves through the medium of song, and the various stanzas contained within the many Māori compositions that exist are a rich depositary of knowledge, offering people an insight into the Māori world. Māori compositions are mirrors into the past reflecting the issues, language, and beliefs of the people of that era, and in many instances immortalising the feelings and ideas of the people. Such was the importance of traditional composition to Māori, that individuals skilled in this art form where held in high regard, and even in a modern context we still celebrate our revered composers. This study is concerned with Tūhoe composition, and in particular the songs that have been composted for Te Wharekura o Huiarau. This school is located within the Tūhoe settlement of Ruatāhuna, and since its establishment a host of songs have been composed for the school to express its unique identity, as well as the feelings and beliefs of the different composers. This thesis argues that the various songs that have been sung by the children of Te Wharekura o Huiarau throughout the decades are clear markers of the children‟s identity, and by examining these songs a clear picture of the language, issues and influences of the different generations can be examined and investigated. In addition, this study is concerned with the wider role of composition within Tūhoe society, exploring how this has developed across time, understanding the current state of Tūhoe composition and ultimately looking towards the future. This thesis will highlight many of the famous Tūhoe composers and their compositions, as well as various songs that are connected to Te Wharekura o Huiarau. These compositions will be studied with the view of creating a foundation for further work, that will ultimately support the development of a new generation of Tūhoe composers.},\n\tauthor = {Tahi-Rangihau, Te Hauāuru Raeleen},\n\tyear = {2013},\n}\n\n

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@phdthesis{bailey_kei_2013,\n\ttype = {Thesis},\n\ttitle = {Kei moenga - tārā i te ārero. {Lest} it be severed from the tongue},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/7903},\n\tabstract = {Tūwharetoa are a distinctive tribal group who are located within the central North Island. With a proud and celebrated history, Tūwharetoa evolved through out time to become a complex and unique tribe, containing a number of sub tribes, each with its own authority, structure and land holdings. However, like all Māori, Tūwharetoa were greatly affected by the impact of European colonisation. In particular the unique language and customs of Tūwharetoa where savaged by the policy of assimilation and the introduction of a new language and its cultural beliefs. Presently the traditional language of Tūwharetoa is in a perilous state, and regardless of the many Māori language initiatives that have been established over the past few decades, the special language of Tūwharetoa is declining. This thesis is concerned with understanding the reasons why the traditional language of Tūwharetoa finds itself in this position, while also assessing the initatives implemented by Tūwharetoa to rectify this situation. Furthermore this study will look to create a possible pathway forward for Tūwharetoa to support the regeneration and revitalisation of the language. Ultimately this thesis will propose a framework bedded within language planning theory, supported by a kaupapa Māori research methodology and founded within the beliefs of Tūwharetoa, to see the return of te reo Māori as the main form of communication for the people of Tūwharetoa, and as a clear marker of our identity and uniqueness.},\n\tlanguage = {Te Reo Māori},\n\turldate = {2016-07-20},\n\tschool = {University of Waikato},\n\tauthor = {Bailey, Iraia},\n\tyear = {2013},\n\tkeywords = {Austronesian Language, Chronology, English/Pākehā, Hapori Reo Māori, Hītori, Language Decline, Modern Māori, Māori communities, Mārama pū, Māwhe Reo, Planning, Rangahau, Rautaki, Research, Tatauranga, Te Heuheu, Te Reo Inaianei, Tuwharetoa, statistics},\n}\n\n

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@book{haf_gruffydd_jones_social_2013,\n\taddress = {Bristol ; Buffalo},\n\tseries = {Multilingual {Matters}},\n\ttitle = {Social media and minority languages convergence and the creative industries},\n\tisbn = {978-1-84769-905-3},\n\tabstract = {Title Page; Copyright; Contents; Contributors; Preface; Introduction: Ethnic/Linguistic Minority Media – What their History Reveals, How Scholars have Studied them and What We might Ask Next; Part 1 Theoretical Debates on Convergence and Minority Languages; 1 Minority Languages Media Studies and Communication for Social Change: Dialogue between Europe and Latin America; 2 Towards Ethnolinguistic Identity Gratifi cations; 3 Minority Language Media, Convergence Culture and the Indices of Linguistic Vitality; Part 2: Web 2.0, Social Networking Sites and Minority Languages., 4 Investigating the Differential Use of Welsh in Young Speakers' Social Networks: A Comparison of Communication in Face-to-Face Settings, in Electronic Texts and on Social Networking Sites5 Luxembourgish on Facebook: Language Ideologies and Writing Strategies; 6 Audience Design and Communication Accommodation Theory: Use of Twitter by Welsh – English Biliterates; 7 Kashubian and Modern Media: The Infl uence of New Technologies on Endangered Languages; 8 The Welsh Language on YouTube: Initial Observations., 9 Learning Communities Mediated through Technology: Pedagogic Opportunities for Minority Languages10 Enhancing Linguistic Diversity through Collaborative Translation: TraduXio, an Open Source Platform for Multilingual Workfl ow Management in Media; 11 Experiences of Audience Interaction by BBC Network Radio Producers: Implications for Endangered Language Media; Part 3: Media Convergence and Creative Industries; 12 Towards a Template for a Linguistic Policy for Minority Language Broadcasters; 13 Legislating the Language of Cinema: Developments in Catalonia., 14 The Contribution of BBC ALBA to Gaelic: A Social and Economic Review15 Multilingual Practice of the EITB Group and its TV Provision for Teenagers; 16 Tell a Song/Waiata Mai/Abair Amhrán: Singing Out; 17 Languages: Obstacles and Brand Values in the Age of Media Convergence; Concluding Remarks: Towards an Understanding of Media Impact on Minority Language Use; Index., As a field in its own right, Minority Language Media studies is developing fast. The recent technological and social developments that have accelerated media convergence and opened new ways of access and exchange into spaces formerly controlled by media institutions, offer new opportunities, challenges and dangers to minority languages, and especially to their already established media institutions., \\$\\$Cseries\\_note\\$\\$VMultilingual Matters.},\n\tlanguage = {eng},\n\tpublisher = {Multilingual Matters},\n\tauthor = {Haf Gruffydd Jones, Elin and Uribe-Jongbloed, Enrique and {Ebooks Corporation}},\n\tyear = {2013},\n\tkeywords = {Electronic books., Linguistic minorities., Minorities in mass media., Minorities in the mass media industry., Social media., Web 2.0 Social aspects.},\n}\n\n

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@book{mari_c._jones_editor_of_compilation_keeping_2013,\n\taddress = {Cambridge, UK},\n\ttitle = {Keeping languages alive : documentation, pedagogy and revitalization},\n\tisbn = {978-1-107-02906-4},\n\tshorttitle = {Keeping languages alive},\n\tabstract = {Increasing numbers of the world's languages have ever fewer speakers and are in danger of falling silent. To tackle this problem, scholars are collaborating with members of indigenous communities all around the globe to document and describe these endangered languages and cultures so that future speech communities may learn, teach, and revitalize their languages.},\n\tlanguage = {eng},\n\tpublisher = {Cambridge University Press},\n\tauthor = {{Mari C. Jones editor of compilation} and {Sarah Ogilvie editor of compilation}},\n\tyear = {2013},\n\tkeywords = {Anthropological linguistics., Endangered languages., Language maintenance., Language obsolescence., Typology (Linguistics)},\n}\n\n

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@book{new_zealand._waitangi_tribunal_author_matua_2013,\n\ttitle = {Matua rautia : the report on the kōhanga reo claim},\n\tshorttitle = {Matua rautia},\n\tabstract = {"This publication is the outcome of an urgent Waitangi Tribunal inquiry into alleged acts and omissions of the Crown in relation to kōhanga reo, in particular concerning the report of the Government's Early Childhood Education Taskforce and the potential development of Government policy which would affect the operation and support of kōhanga reo. Kōhanga reo provide a total immersion Māori language and whānau development programme for children from birth to five years of age and their whānau. The claimants alleged that the Crown had acted in a manner inconsistent with the principles of the Treaty of Waitangi with respect to a range of issues affecting the relationship between the Crown and kōhanga reo and the ability of kōhanga reo to operate effectively in ensuring the transmission of the Maori language and culture. It was also alleged that actions and omissions of the Crown, had led to a decline in the number of kōhanga reo and the number of children enrolled in them. The Tribunal made recommendations aimed at addressing the extremely vulnerable state of the Māori language and the kōhanga reo movement and the serious threat that this posed for the survival of te reo Māori as a living language"–Publisher information., \\$\\$Cseries\\_note\\$\\$VWaitangi Tribunal report.},\n\tlanguage = {eng},\n\tpublisher = {Legislation Direct},\n\tauthor = {{New Zealand. Waitangi Tribunal author}},\n\tyear = {2013},\n\tkeywords = {Children, Kerēme (Tiriti o Waitangi), Kōhanga reo Government policy., Kōhanga reo., Maori (New Zealand people) Claims., Maori Education (Preschool), Maori language., Reo Māori., Tiriti o Waitangi., Treaty of Waitangi (1840)},\n}\n\n

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@book{hokowhitu_fourth_2013,\n\taddress = {Minneapolis},\n\tseries = {Indigenous {Americas}},\n\ttitle = {The fourth eye : {Maori} media in {Aotearoa} {New} {Zealand}},\n\tisbn = {978-1-4529-4174-5},\n\tshorttitle = {The fourth eye},\n\tabstract = {As the first publication of its kind on Indigenous media in Aotearoa New Zealand (hereafter referred to as "New Zealand"), this collection brings a fresh approach to the relatively distinct fields of media Studies and Indigenous Studies. It contributes to both fields by drawing upon key debates, concepts, and theoretical approaches that mark them, while suggesting that each discipline has much to offer the other, and through this, proposes a connection between the disciplines to shore up the possibility of articulating an Indigenous Media Studies.},\n\tlanguage = {eng},\n\tpublisher = {University of Minnesota Press},\n\tauthor = {Hokowhitu, Brendan},\n\tyear = {2013},\n\tkeywords = {Electronic books., Indigenous peoples and mass media New Zealand., Maori (New Zealand people) Press coverage., Maori (New Zealand people) Social life and customs., Maori language.},\n}\n\n

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@techreport{bright_ka_2013,\n\ttitle = {Ka whānau mai te reo. {Honouring} {Whānau} {Upholding} {Reo} {Māori}},\n\turl = {http://www.nzcer.org.nz/system/files/Whanau%20mai%20te%20reo%20.Web_.pdf},\n\tabstract = {Kupu Whakataki - Preamble E ngā iwi o te motu tēnā koutou katoa. E mōhiotia ana i tēnei wā ko te huarahi whakapiki mō te tini o ngā whānau mō tō rātou whanaketanga ā-reo, ko te akoranga reo Māori i roto i ngā kura mātauranga. Ko tā tēnei rangahau kaupapa Māori mō te toru tau, he arotahi ki te whanaketanga reo Māori ā-whānau, otirā ki ngā whakawhitinga a ngā tamariki mokopuna mai i tētahi momo horopaki akoranga ki tētahi, ahakoa i roto, ahakoa i waho i ngā kura tūturu nei. Ka noho tēnei kaupapa hei rito, i roto tonu i te kaupapa whakaora reo Māori whānui ake, i roto i Aotearoa New Zealand. I tēnei kaupapa whānui he rerekē ngā mahi a te whānau, a te Kāwanatanga tētahi i tētahi. Ahakoa rerekē, he tūnga whakahirahira tō te kāwanatanga, he tūnga whakahirahira tō te whānau, hei kaupare atu i ngā tukunga iho o te nohonoho mai o tauiwi me ōna raruraru, i raungaiti ai te noho o te reo i roto i ngā whakatupuranga. Kua hē noa iho ngā huarahi tukutuku i te reo mai i te pakeke ki te tamaiti. Ka tae tēnei ki te tau 2013, ko te nuinga o ngā kaikōrero pakeke i ako kē ki te kōrero Māori i waho anō i ō rātou kāinga. He mea tēnei e herea ai te kaha o te whānau ki te whāngai i te reo ki ā rātou tamariki i roto i ngā mahi o te kāinga, e tupu māori noa mai ai te reo. E rua ā mātou whāinga matua mō tēnei kaupapa: 1 He whakahōhonu i tō tātou mārama me pēhea te tautoko i te whānau reo Māori i roto i ēnei whakawhitinga whakahirahira, i te neke haeretanga o te whānau i waenga i ngā kura tūturu, i waho anō hoki i te pūnaha kura. 2 He tautoko i te whanaketanga o te whānau reo Māori mā te hora i ngā mōhiohio whai take ki ngā whānau rerekē, hei āwhina i a rātou ki te whakatau tikanga mō rātou anō. E arotahi ana mātou ki ngā whakawhitinga ki ngā wāhi ako hou i roto i tēnei kaupapa nā te mea koinā ngā “whatinga ngaru” e huri ai te whānau ki te whiriwhiri mehemea kei runga rātou i te huarahi ako tōtika. Hei reira hoki ka whakatau anō te whānau mehemea koinei te huarahi hei whakatutuki i ō rātou tūmanako mō te reo Māori me te mātauranga, me ērā atu mea nunui ki a rātou. He maha ngā whakatau, he matatini hoki ngā whakatau, ina whiria ko tēhea te horopaki hou e tutuki ai ngā hiahia me ngā wawata o ngā ākonga me ō rātou whānau. E tika ana kia whiwhi ngā whānau i ngā mōhiohio ngāwari noa te kimi atu mō te katoa, mō ngā whāinga wāhi e wātea ana ki a rātou. Kei tēnei pūrongo te tīmatanga o ētahi mōhiohio whai tikanga mō te whānau, ki tā mātou titiro: Kua oti te tautohu ētahi ritenga whakawhitinga papai i runga anō i ngā tāhuhu kōrero pakari e puta mai ana i ngā pukapuka me ngā kōrero mai i ngā whānau, ā, he whakaaro anō ō mātou me pēhea te whakapai ake i te huarahi whakawhitinga. He mea tino nui tēnei momo mōhiohio nā te mea mā konei ka āwhinatia ngā whānau ki te whiriwhiri i ngā momo akoranga reo Māori ka whāia e rātou, me pēhea hoki e puta ai he hua i tā rātou i kōwhiri ai hei whakatutuki i ō rātou moemoeā mō te reo Māori},\n\tauthor = {Bright, Nicola and Barnes, Alex and Hutchings, Jessica},\n\tyear = {2013},\n\tkeywords = {Bilingualism, Educational Development, Honouring Whānau upholding Te Reo, Immerssion, Ka whānau mai te Reo Framework, Kaupapa Māori (ideologies), Kounga, Kura, Kōrero-ā-whānau, Mainstream education, Māori Language Education, Māori Medium, Mātauranga, Mātauranga Reo, Rangatiratanga, Relationships, Reo Rua, Research Project, Rūmaki, Schooling, Tamariki, Transitions, Whanaungatanga, Whānau},\n}\n\n

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@book{new_zealand._ministry_of_education_tau_2013,\n\taddress = {Wellington},\n\ttitle = {Tau mai te reo = {The} {Māori} language in education strategy 2013-2017.},\n\tisbn = {978-0-478-40684-9},\n\tabstract = {Ko te ara matua = The strategic context for Māori language in education – Ko te ara mātauranga What we need to know – Ko te ara hīkoi = What we need to do – Ko te ara tangata = Where we need to be., "The vision for Tau Mai Te Reo is 'Kia tau te reo', a state in which the language thrives and cloaks the land and people. It can be read as the outcome statement sought for the Māori language." – Verso of front cover., \\$\\$Cgeneral\\_note\\$\\$V"Ka hikitia accelerating success.", \\$\\$C general\\_note\\$\\$V Archived by the National Library of New Zealand in PDF (53 pages)., \\$\\$C general\\_note\\$\\$V Hypertext links contained in the archived instances of this title are non-functional., \\$\\$C general\\_note\\$\\$V "Tau Mai Te Reo builds on the Māori language in education elements of Ka Hikitia - Accelerating Success 2013-2017. Tau Mai Te Reo recognises the importance of iwi and Māori participation, contribution and partnership to strengthen Māori language in eduation consistent with Whakapūmautia, Papakōwhaitia, Tau ana – Gasp, Embrace, Realise: Conducting Excellent education relationships." – Inside back cover.},\n\tlanguage = {eng},\n\tpublisher = {Ministry of Education},\n\tauthor = {New Zealand. Ministry of Education, author},\n\tyear = {2013},\n\tkeywords = {Maori language Government policy New Zealand., Maori language Study and teaching., Matareo., Reo Māori.},\n}\n\n

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@article{castello_agent-based_2013,\n\ttitle = {Agent-based models of language competition: {Macroscopic} descriptions and {Order}-{Disorder} transitions},\n\tvolume = {2013},\n\tissn = {0165-2516},\n\turl = {http://ifisc.uib-csic.es/ federico/myarticles/language.pdf},\n\tdoi = {10.1515/ijsl-2013-0022},\n\tabstract = {This article uses computer simulations as a means of assessing two different models for the competition between two languages from the interdisciplinary perspective of complex systems. These models allow for the analysis of the role of bilingual speakers and they consider two of the basic factors determining the use of each language: their relative prestige and the language loyalty of their speakers. Here we assess the effect of these parameters in different social networks, with the aim of contributing to the understanding of the role of bilingualism and social networks in processes of language contact. We first present a qualitative analysis based on a simulation tool that we have designed, in order to visualize the dynamics of the models. Secondly, we consider a qualitative analysis of the role of complex networks, identifying mechanisms for the rapid extinction of a language and for situations of language segregation. Finally, we present a quantitative analysis which shows, counter-intuitively, a transition from a final scenario of language maintenance to one of language shift as language loyalty increases. Other findings are: (i) that the scenario of language coexistence is reduced in the presence of bilingual agents; and (ii) that networks which allow for local effects reduce further the situations for which language maintenance is possible.},\n\tnumber = {221},\n\tjournal = {International Journal of the Sociology of Language},\n\tauthor = {Castelló, Xavier and Loureiro-Porto, Lucía and San Miguel, Maxi},\n\tyear = {2013},\n\tkeywords = {Agent-Based Models, Complex Social Networks, Language Loyalty, Language Shift And Revitalization, Prestige},\n\tpages = {21--51},\n}\n\n

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\n \n\n \n \n \n \n \n ‘We are family’: Māori success in foundation programmes.\n \n \n \n\n\n \n Mcmurchy-Pilkington, C.\n\n\n \n\n\n\n Higher Education Research & Development, 32(3): 436–449. 2013.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{mcmurchy-pilkington_we_2013,\n\ttitle = {‘{We} are family’: {Māori} success in foundation programmes},\n\tvolume = {32},\n\tissn = {0729-4360},\n\tshorttitle = {‘{We} are family’},\n\tdoi = {10.1080/07294360.2011.643294},\n\tabstract = {This paper considers the question: What constitutes an optimal learning environment for Māori learners in foundation programmes? Using Kaupapa Māori methodology, nearly 100 adult Māori (Indigenous) students in Aotearoa/New Zealand were interviewed from a range of tertiary providers of foundation programmes. State-funded foundation programmes that scaffold adults into tertiary education are a partial response to Ministry of Education concerns about unsatisfactory high school statistics for some sections of the community. Connecting with Māori voices enabled the researchers to gain a deeper awareness of the reality of study experiences for these adult learners. It is argued that academic participation and success for adult Māori learners is increased when the learning and teaching environment mirrors the connectedness and belonging of a whānau (family) environment.},\n\tnumber = {3},\n\tjournal = {Higher Education Research \\& Development},\n\tauthor = {Mcmurchy-Pilkington, Colleen},\n\tyear = {2013},\n\tkeywords = {Indigenous Education, Māori Education, Student Experience, Student Learning, Teaching Practice, Whānau},\n\tpages = {436--449},\n}\n\n

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@phdthesis{ahu_te_2013,\n\ttitle = {Te {Reo} {Maori} as a {Language} of {New} {Zealand} {Law}: {The} {Attainment} of {Civic} {Status}},\n\tshorttitle = {Te {Reo} {Maori} as a {Language} of {New} {Zealand} {Law}},\n\turl = {http://hdl.handle.net/10063/2811},\n\tabstract = {In July 2011 the Waitangi Tribunal released Wai 262, its report on the indigenous flora and fauna claim. In the report, the Tribunal signalled "a deep-seated fear for the survival of te reo" and found that the language was in a state of "renewed decline". To date, revitalisation initiatives have focussed largely on stemming language decline in the community. Comparatively little attention has been given to the need to develop te reo Māori in the civic life of the state; in particular, as a language of law and legal process. This dissertation argues that if te reo Māori is to survive in the 21st century, it must develop as a fully functional language of New Zealand law. This dissertation critiques the domestic and international instruments that protect the right to use te reo Māori in civic contexts, and identifies three developments that are necessary for te reo Māori to achieve full functionality as a legal language. The first is the provision of an unqualified right to use Māori in the law-making process. The second is the use of Māori in the substantive enactment of law. The third is a principled and consistent approach to drafting and interpreting Māori words and provisions in statutes.},\n\tlanguage = {en\\_NZ},\n\turldate = {2016-07-17},\n\tschool = {Victoria University of Wellington},\n\tauthor = {Ahu, Tai},\n\tyear = {2013},\n\tkeywords = {Civic language, Law, Legislative drafting, Minority language rights, Statutory interpretation, Te reo Maori},\n}\n\n

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@phdthesis{cowell_he_2013,\n\ttype = {Masters of {Arts}},\n\ttitle = {He riri tā te tawa uho, he riri tā te tawa para},\n\turl = {http://aut.researchgateway.ac.nz/handle/10292/5516},\n\tabstract = {Te reo Māori (the Māori language) is the life-force of what it means to be Māori, and embedded in the language is Māori knowledge, customs and culture. However, the health of the language was significantly compromised in the 19th and 20th centuries and “declined steeply over the past 100 years” (Te Puni Kōkiri, 2004, p.11). Despite considerable efforts made towards strengthening the language's health, te reo Māori (the Māori language) remains in a vulnerable position. This is where intervention into language loss plays an important role in the language's maintenance, revitalisation, and survival. Mobile-learning (m-learning) can be viewed as an avenue to exploit for facilitating Māori language transmission and, accordingly, contribute to the revitalisation and maintenence of the language. M-learning, defined as "the exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning” (Northampton College, n.d, para.3), can occur anytime, anywhere. The research situates m-learning within the contexts of Māori language revitalisation and Māori language transmission with reference to kaupapa Māori (Māori ideology) values and whakataukī (proverbial saying/s). He riri tā te tawa uho, he riri tā te tawa para which features as the title is a whakataukī that addresses the different genres of Māori language, of language transmission and of language revitalisation. Whakataukī - which is one example of a Māori language genre - play an important role in the research by providing a philosphical underpinning and guiding philosophy for the research. M-learning as a possible avenue or genre of Māori language transmission is also situated within the philosophies of selected whakataukī. These whakataukī affirm the importance of the Māori language, its well-being and the necessary role of intervention into language loss for the maintenance and survival of the Māori language. The guiding principles for the study therefore come from a Māori perspective and the research is grounded in Kaupapa Māori Research Theory. M-learning's role and validity in the facilitation of Māori language transmission and revitalisation is assessed and considerations that should be made to protect and respect the mauri (essence, life-force) and mana (integrity) of the Māori language, and deliver it responsibly in the m-learning arena are highlighted. This includes proposing He Rākau: a model, a guideline based on the research findings for those who wish to create Māori language m-learning resources with respect to the language and tikanga Māori. The Māori language is the poutokomanawa (the centre pole) of mana Māori (Māori prestige) and therefore Māori people need to "take control of the future destiny of the language and to plan for its survival" (Government Review Team, 1988, p.18).},\n\tlanguage = {en},\n\turldate = {2016-07-27},\n\tschool = {Auckland University of Technology},\n\tauthor = {Cowell, Jamie Te-Huia},\n\tyear = {2013},\n\tkeywords = {Auheke, Aupiki, Current Health of the Māori Language, Decline of the language, Intergenerational language transmission, Interpretation of Whakataukī, Intervention, Kaupapa Māori Framework, Kōrero Whakatepe, Mobile assisted language learning, Māori Language events, Mārama Pū / Critical Awareness, Proto-Austronesian, Te Ao Māori, Te Mātātuhi, Te Puna Kōrero, Te Reo Revitalisation, Te oranga o te reo Māori, Technology, The importane of te reo Māori, Tātaritanga},\n}\n\n

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@article{ratima_te_2013,\n\ttitle = {Te {Rita} {Papesch}: case study of an exemplary learner of {Māori} as an additional language},\n\tvolume = {17},\n\tissn = {1367-0050},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2013.806431},\n\tdoi = {10.1080/13670050.2013.806431},\n\tnumber = {4},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Rātima, Matiu Tai and Papesch, Te Rita},\n\tmonth = jul,\n\tyear = {2013},\n\tpages = {379--393},\n}\n\n

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@phdthesis{timms_indigenous_2013,\n\ttitle = {Indigenous language revitalisation in {Aotearoa} {New} {Zealand} \\& {Alba} {Scotland}},\n\turl = {http://otago.ourarchive.ac.nz/handle/10523/3851},\n\tabstract = {Language revitalisation aims to ‘reverse language shift' (see Fishman, 1991; 2001), that is, to reverse the process of language decline. Language usage in the home and intergenerational transmission are fundamental to the achievement of language revitalisation. Language decline and revitalisation have become ‘glocal' issues in that Indigenous communities are making global connections in order to promote local expressions of language revitalisation. This is truly a worldwide phenomenon given that it has been estimated that up to half of the world's approximately 6000 languages will be extinct by the end of the twenty-first century (Krauss, 1992). Responses to Indigenous language decline in Aotearoa New Zealand and Alba Scotland were initially spearheaded by communities, with government support developing later due to public pressure and activism. Government efforts for language revitalisation in these two countries focus on three key areas: language policy and planning; education; and the media. Aspects of popular culture, such as print culture, performing arts and music may also attract some funding, but the focus is usually on these as an expression of national culture and identity. Community responses to language decline are varied and include language policy and planning, education, the media and popular culture as tools to promote language revitalisation. This thesis aims to undertake a sustained cross-national comparative analysis of language revitalisation practices in relation to two Indigenous languages: te reo Māori1 in Aotearoa New Zealand and Gàidhlig2 in Alba Scotland. It examines the language revitalisation strategies employed in these two countries including government and community responses to language decline. The thesis focuses on the contributions of language policy and planning, education, the media and popular culture to language revitalisation. In particular the role of popular culture will be explored, with reference to print culture, performing arts and popular music. Although these elements are often recognised in planning for language revitalisation, they can be overshadowed by the emphasis placed on education and the media. As a result, the supporting role of music, print and performing arts has not been fully explored or exploited. In particular, these activities have the potential to be alternate sites for language acquisition and use outside of formal and informal learning environments, and to provide a corpus of language resources that can be used to promote language acquisition and usage.},\n\tauthor = {Timms, Catriona Elizabeth and Timms-Dean, Kate},\n\tyear = {2013},\n}\n\n

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@techreport{kokiri_developing_2013,\n\taddress = {Wellington},\n\ttype = {Invitation to comment},\n\ttitle = {Developing a {New} {Māori} {Language} {Strategy}},\n\turl = {http://www.tetaurawhiri.govt.nz/assets/MLS-documents/Developing-a-new-Maori-language-strategy-discussion-document.pdf},\n\tabstract = {The Minister of Mäori Affairs has a mandate to consult with iwi and Mäori language stakeholders about Developing a New Mäori Language Strategy . This document sets out a suite of proposals to guide this consultation, drawing on: the key themes in the recent reviews of the Mäori Language Strategy 2003; best practice in language revitalisation theory and practice among iwi and around the world; and the emerging dynamics of Crown/iwi and Mäori relationships. The Minister of Mäori Affairs has asked officials to undertake this consultation on his behalf. This document sets out: • the proposed results for a new Mäori Language Strategy; • some proposed principles to guide the overall approach; • a strengthened focus on whänau, hapü and iwi language development; • a proposal to establish a representative iwi entity to assume ownership and management of Te Taura Whiri i te reo Mäori ( Te Taura Whiri ) and Te Mängai Päho, and to assume the roles and responsibilities of Te Pütahi Paoho with regard to the Mäori Television Service; • proposals to strengthen Crown-iwi and Mäori relationships; • some planning, implementation and reporting requirements for government agencies that deliver Mäori language programmes and services; • the key role of Mäori language in education in the Mäori Language Strategy, and information about Tau Mai Te Reo - the Mäori Language in Education Strategy 2013-2017 produced by the Ministry of Education in 2013; and • some proposed changes to the Mäori Language Act 1987 to strengthen its provisions in line with the New Zealand Sign Language Act 2006.},\n\tauthor = {Kōkiri, Te Puni},\n\tyear = {2013},\n}\n\n

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@techreport{mcpake_gaelic_2013,\n\ttitle = {Gaelic for {Teachers}. {Design} options for a sabbatical course of intensive {Gaelic} language and pedagogies for qualified teachers wishing to work in {Gaelic} medium classrooms.},\n\turl = {http://www.research.ed.ac.uk/portal/files/14835282/Gaelic_for_Teachers.pdf},\n\tabstract = {This report presents findings from the Gaelic for Teachers study, commissioned by Bòrd na Gàidhlig, to investigate issues relevant to the design of a new professional development course for qualified teachers wishing to transfer to Gaelic-medium education. The aims of such a course would be to ensure that such teachers enter the GME sector equipped with the requisite language and pedagogical skills.},\n\tnumber = {June},\n\tauthor = {McPake, Joanna and Mcleod, Wilson and Wilson, Mona and Fassetta, Giovanna},\n\tyear = {2013},\n\tpages = {5 -- 56},\n}\n\n

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@book{higgins_right-shifting_2013,\n\ttitle = {Right-{Shifting} {A} {Nation} to {Empower} an {Indigenous} {Language} in {Aotearoa}/{New} {Zealand}},\n\tisbn = {978-618-5065-10-2},\n\turl = {http://www.atiner.gr/abstracts/2013ABST-LNG.pdf#page=35},\n\tabstract = {Since Māori became an official language in Aotearoa/New Zealand 25 years ago there has been sustained efforts by Māori language initiatives such as Kōhanga Reo (pre-school Māori language and cultural immersion education centres), Māori broadcasting (both television and radio), Kura Kaupapa (primary immersion schooling) and Te Ataarangi (community based language learning methodology) to revitalise the Māori language. Despite these efforts, research continues to lament the demise of the language with limited strategies to reverse this loss. Furthermore, this research is often framed using deficit theory and paints a grim picture for the future of the Māori language. Can we rebuild Māori language communities and encourage normalisation of the language through valuing the language? Te Kura Roa is a Pae Tawhiti research project commissioned by Ngā Pae o Te Māramatanga (a Centre for Research Excellence) investigating the Value of the Māori language and the responsiveness of both the State and community to the language. After twelve months of enquiry, this presentation explains ZePA, the research model that has been adopted as a considered approach to Māori language strategies. This is primarily through right shifting people through three critical positions: Zero – Passive – Active. We present the application of the ZePA paradigm in identifying and presenting factors that enable or disable Māori language maintenance and acquisition and the impact this has on rebuilding Māori language communities. This presentation reveals the value shown towards the Māori language and what the potential of right-shifting communities to see the benefits for the inclusion of indigenous languages as part of a nation's identity.},\n\tnumber = {July},\n\tauthor = {Higgins, Rawinia and Rewi, Poia},\n\tyear = {2013},\n}\n\n

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@inproceedings{simons_worlds_2013,\n\ttitle = {The world's languages in crisis: {A} 20-year update},\n\turl = {http://www-01.sil.org/ simonsg/preprint/Wisconsin Symposium.pdf},\n\tabstract = {The world's languages in crisis” (Krauss 1992), the great linguistic call to arms in the face of the looming language endangerment crisis, was first delivered in an Endangered Languages Symposium at the 1991 annual meeting of the Linguistic Society of America. Using the best available sources, he surveyed the global situation and estimated that only 10\\% of languages seem safe in the long term, up to 50\\% may already be moribund, and the remainder are in danger of becoming moribund by the end of this century. Twenty years later, better information is available. In this paper we use information from the latest edition of the Ethnologue (Lewis, Simons \\& Fennig 2013) to offer an update to the global statistics on language viability. Specifically the data for this study come from our work to estimate the level of every language on earth on the EGIDS or Expanded Graded Intergenerational Disruption Scale (Lewis \\& Simons 2010). Our finding is that at one extreme more than 75\\% of the languages that were in use in 1950 are now extinct or moribund in Australia, Canada, and the United States, but at the other extreme less than 10\\% of languages are extinct or moribund in sub- Saharan Africa. Overall we find that 19\\% of the world's living languages are no longer being learned by children. We hypothesize that these radically different language endangerment outcomes in different parts of the world are explained by Mufwene's (2002) observations concerning the effects of settlement colonization versus exploitation colonization on language ecologies. We also speculate that urbanization may have effects like settlement colonization and may thus pose the next great threat to minority languages.},\n\tbooktitle = {26th {Linguistics} {Symposium}: {Language} {Death}, {Endangerment}, {Documentation}, and {Revitalization} {University} of {Wisconsin}, {Milwaukee}, 20–22 {October} 2011},\n\tauthor = {Simons, Gary F and Lewis, Paul},\n\tyear = {2013},\n\tpages = {20--22},\n}\n\n

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@phdthesis{bailey_kei_2013,\n\ttype = {Masters of {Arts}},\n\ttitle = {Kei {Moenga} - {Tārā} i te ārero. {Lest} it be severed from the tongue},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/7903},\n\tabstract = {Tūwharetoa are a distinctive tribal group who are located within the central North Island. With a proud and celebrated history, Tūwharetoa evolved through out time to become a complex and unique tribe, containing a number of sub tribes, each with its own authority, structure and land holdings. However, like all Māori, Tūwharetoa were greatly affected by the impact of European colonisation. In particular the unique language and customs of Tūwharetoa where savaged by the policy of assimilation and the introduction of a new language and its cultural beliefs. Presently the traditional language of Tūwharetoa is in a perilous state, and regardless of the many Māori language initiatives that have been established over the past few decades, the special language of Tūwharetoa is declining. This thesis is concerned with understanding the reasons why the traditional language of Tūwharetoa finds itself in this position, while also assessing the initatives implemented by Tūwharetoa to rectify this situation. Furthermore this study will look to create a possible pathway forward for Tūwharetoa to support the regeneration and revitalisation of the language. Ultimately this thesis will propose a framework bedded within language planning theory, supported by a kaupapa Māori research methodology and founded within the beliefs of Tūwharetoa, to see the return of te reo Māori as the main form of communication for the people of Tūwharetoa, and as a clear marker of our identity and uniqueness.},\n\tlanguage = {Te Reo Māori},\n\tschool = {The University of Waikato},\n\tauthor = {Bailey, Iraia},\n\tyear = {2013},\n}\n\n

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@techreport{ministry_of_education_tau_2013,\n\ttitle = {{TAU} {MAI} {TE} {REO}: {The} {Māori} {Language} in {Education} {Strategy} 2013-2017},\n\tabstract = {Māori language in education is a defining feature of Aotearoa New Zealand's education system. The education sector is looking to create opportunities for learners, especially Māori learners currently underserved by the education system. In addition Māori language needs to be supported and revitalised within education and in communities. Every Māori learner should be able to access high quality education that attends to their identity, language and culture as a critical ingredient for education success.},\n\tauthor = {{Ministry of Education}},\n\tyear = {2013},\n\tpages = {1--39},\n}\n\n

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\n \n 2012\n \n \n (63)\n \n \n

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\n \n\n \n \n \n \n \n Hei oranga Māori i te ao hurihuri nei : living as Māori in the world today - an outcome of kura kaupapa Māori.\n \n \n \n\n\n \n Tocker, K.\n\n\n \n\n\n\n . 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{tocker_hei_2012,\n\ttitle = {Hei oranga {Māori} i te ao hurihuri nei : living as {Māori} in the world today - an outcome of kura kaupapa {Māori}},\n\tissn = {2230-6862},\n\tshorttitle = {Hei oranga {Māori} i te ao hurihuri nei},\n\tabstract = {Interrogates the ideas about 'living as Māori' that underpin the kura kaupapa Māori objectives, and examines the tensions inherent in these aims. Relates insights via interviews with graduates from the first Auckland kura kaupapa Māori into the possibilities of 'living as Māori' in the modern world and the effectiveness of kura kaupapa Māori in providing these possibilities.},\n\tlanguage = {eng},\n\tauthor = {Tocker, Kimai},\n\tyear = {2012},\n\tkeywords = {Biculturalism, Immersion Method (Language Teaching), Kura Kaupapa Māori, Māori (New Zealand People) – Education, Māori (New Zealand People) – Ethnic Identity},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Family language policy – the critical domain.\n \n \n \n \n\n\n \n Spolsky, B.\n\n\n \n\n\n\n Journal of Multilingual and Multicultural Development, 33(1): 3–11. February 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Family$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{spolsky_family_2012,\n\ttitle = {Family language policy – the critical domain},\n\tvolume = {33},\n\tcopyright = {Downloading this article incurs a charge from the publisher},\n\tissn = {0143-4632},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01434632.2011.638072},\n\tdoi = {10.1080/01434632.2011.638072},\n\tnumber = {1},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Spolsky, Bernard},\n\tmonth = feb,\n\tyear = {2012},\n\tpages = {3--11},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language planning and religion.\n \n \n \n \n\n\n \n Liddicoat, A. J.\n\n\n \n\n\n\n Current Issues in Language Planning, 13(2): 73–75. May 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@article{liddicoat_language_2012,\n\ttitle = {Language planning and religion},\n\tvolume = {13},\n\tissn = {1466-4208},\n\turl = {https://www.researchgate.net/publication/254252173_Language_planning_and_religion},\n\tdoi = {10.1080/14664208.2012.678805},\n\tnumber = {2},\n\tjournal = {Current Issues in Language Planning},\n\tauthor = {Liddicoat, Anthony J.},\n\tmonth = may,\n\tyear = {2012},\n\tkeywords = {Language Planning, Religious belief},\n\tpages = {73--75},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Igniting the spark : how to achieve collective ownership of a tribal language revitalisation strategy.\n \n \n \n\n\n \n O&Apos; and Regan, H.\n\n\n \n\n\n\n . 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{o&apos_igniting_2012,\n\ttitle = {Igniting the spark : how to achieve collective ownership of a tribal language revitalisation strategy},\n\tissn = {1178-6035},\n\tshorttitle = {Igniting the spark},\n\tabstract = {Discusses the strategies that have been used over the past 12 years to achieve collective ownership of the Kāi Tahu language revitalization effort through the tribal language strategy 'Kotahi Mano Kāika, Kotahi Mano Wawata - A thousand homes, a thousand dreams'. Looks at the challenges ahead of them as a tribe and as language communities to achieve language sustainability for their people and future generations. Notes that in identifying the challenges the author firstly looks at the wider challenge of achieving collective ownership of their tribal language revitalisation strategy and efforts, and secondly, consistent with their theme of language transformation - Whakakau he reo: how changes in language acquisition trends and language transformation has an impact on those same revitalisation efforts.},\n\tlanguage = {eng},\n\tauthor = {{O\\&Apos} and Regan, Hana},\n\tyear = {2012},\n\tkeywords = {Kāi Tahu (New Zealand People), Language Acquisition – Social Aspects, Language Maintenance, Māori (New Zealand People) – Language},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Whakawhanaungatanga A-Reo: An Indigenous Grounded Theory for the Revitalization of Māori Language Speech Communities.\n \n \n \n \n\n\n \n Pohe, E. J.\n\n\n \n\n\n\n Ph.D. Thesis, Victoria University of Wellington, 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Whakawhanaungatanga$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{pohe_whakawhanaungatanga_2012,\n\ttitle = {Whakawhanaungatanga {A}-{Reo}: {An} {Indigenous} {Grounded} {Theory} for the {Revitalization} of {Māori} {Language} {Speech} {Communities}},\n\tshorttitle = {Whakawhanaungatanga {A}-{Reo}},\n\turl = {http://researcharchive.vuw.ac.nz/xmlui/handle/10063/2561},\n\tabstract = {This study focuses on the role of adult Māori language acquisition in the revitalization of the Māori language. Māori language transmission is now primarily dependent on transmission through educational institutions. The objective of Māori language revitalization is to re-establish intergenerational language transmission. Language shift means that intergenerational language transmission of the Māori language has effectively ceased in Māori homes and communities. This means Māori once again becomes the primary language spoken in the home, neighbourhood and community domains. This is a report of a grounded study of an adult cohort of novice language learners. A group of mainly Māori who joined a Te Ataarangi total immersion programme where they were immersed in both the Māori language and the culture over a three year period. I was a participant observer of the cohort and collected data in the form of field notes and interviews on the experiences of its members. Following classical Grounded Theory Methodology (GTM) (Glaser 2002), I used constant comparative analysis of incidents to iteratively analyse the data and evolve the conceptual framework. The central finding of this study is the process of whakawhanaungatanga a-reo. I found that the shared objective in acquiring the Māori language for the cohort was to be able to use the language appropriately in ordinary communicative situations. The way their objective was met is represented in a three-stage process of whakawhanaungatanga a-reo. Whakawhanaungatanga a-reo is a process by which the cohort evolves from manene, to ako ngātahi and finally to a whānau ā-reo. At the manene stage, a novice learner is in a total immersion learning environment, their main inhibitor is whakamā. Whakamā is ameliorated by the tenet of ngākau māhaki which is an attitude of tolerance and caring propagated throughout the group. Ngākau māhaki facilitated trust relationships within the group. Ako ngātahi is the second stage of the process of whakawhanaungatanga a-reo. By the ako ngātahi stage, the Māori language was the default language of use amongst ii the class members. Building on the level of trust built between the group’s members developed at the manene stage meant that they felt comfortable enough to mahi tahi (cooperate) and interact intensively in class learning activities. These interactions were all mediated using the Māori language as the primary language of communication. Whānau a-reo is the last stage of the whakawhanaunga a-reo process. By attending wānanga with other classes, often in different regions of New Zealand, relationships between the groups continues to develop until finally the group transitions into a whānau a-reo. Learners who reach this point are confident to continue practising the language outside of the classroom environment with members of other Māori speaking communities; such learners are the basis of language revitalization.},\n\tlanguage = {en\\_NZ},\n\turldate = {2016-07-17},\n\tschool = {Victoria University of Wellington},\n\tauthor = {Pohe, Ewan James},\n\tyear = {2012},\n\tkeywords = {Intergenerational language transmission, Language acquisition, Māori language community},\n}\n\n

\n\n\n

\n This study focuses on the role of adult Māori language acquisition in the revitalization of the Māori language. Māori language transmission is now primarily dependent on transmission through educational institutions. The objective of Māori language revitalization is to re-establish intergenerational language transmission. Language shift means that intergenerational language transmission of the Māori language has effectively ceased in Māori homes and communities. This means Māori once again becomes the primary language spoken in the home, neighbourhood and community domains. This is a report of a grounded study of an adult cohort of novice language learners. A group of mainly Māori who joined a Te Ataarangi total immersion programme where they were immersed in both the Māori language and the culture over a three year period. I was a participant observer of the cohort and collected data in the form of field notes and interviews on the experiences of its members. Following classical Grounded Theory Methodology (GTM) (Glaser 2002), I used constant comparative analysis of incidents to iteratively analyse the data and evolve the conceptual framework. The central finding of this study is the process of whakawhanaungatanga a-reo. I found that the shared objective in acquiring the Māori language for the cohort was to be able to use the language appropriately in ordinary communicative situations. The way their objective was met is represented in a three-stage process of whakawhanaungatanga a-reo. Whakawhanaungatanga a-reo is a process by which the cohort evolves from manene, to ako ngātahi and finally to a whānau ā-reo. At the manene stage, a novice learner is in a total immersion learning environment, their main inhibitor is whakamā. Whakamā is ameliorated by the tenet of ngākau māhaki which is an attitude of tolerance and caring propagated throughout the group. Ngākau māhaki facilitated trust relationships within the group. Ako ngātahi is the second stage of the process of whakawhanaungatanga a-reo. By the ako ngātahi stage, the Māori language was the default language of use amongst ii the class members. Building on the level of trust built between the group’s members developed at the manene stage meant that they felt comfortable enough to mahi tahi (cooperate) and interact intensively in class learning activities. These interactions were all mediated using the Māori language as the primary language of communication. Whānau a-reo is the last stage of the whakawhanaunga a-reo process. By attending wānanga with other classes, often in different regions of New Zealand, relationships between the groups continues to develop until finally the group transitions into a whānau a-reo. Learners who reach this point are confident to continue practising the language outside of the classroom environment with members of other Māori speaking communities; such learners are the basis of language revitalization.\n

\n\n\n

\n \n\n \n \n \n \n \n Te Kōhanga reo and Te Ataarangi.\n \n \n \n\n\n \n Olsen-Reeder, V.; and Higgins, R.\n\n\n \n\n\n\n In International Indigenous Development Research Conference 2012, 2012. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@inproceedings{olsen-reeder_te_2012,\n\ttitle = {Te {Kōhanga} reo and {Te} {Ataarangi}},\n\tisbn = {978-0-9864622-4-5},\n\tbooktitle = {International {Indigenous} {Development} {Research} {Conference} 2012},\n\tauthor = {Olsen-Reeder, Vincent and Higgins, Rawinia},\n\tyear = {2012},\n\tkeywords = {Ataarangi, Kōhanga Reo, Māori Language, language community, language immersion},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Evaluation of Whakapiki i te Reo a professional development programme for kaiako in Level 1 and Level 2 Māori medium settings : report to the Ministry of Education.\n \n \n \n\n\n \n Rangi. Matamua\n\n\n \n\n\n\n Ministry of Education, Wellington, NZ, 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{rangi._matamua_evaluation_2012,\n\taddress = {Wellington, NZ},\n\ttitle = {Evaluation of {Whakapiki} i te {Reo} a professional development programme for kaiako in {Level} 1 and {Level} 2 {Māori} medium settings : report to the {Ministry} of {Education}},\n\tisbn = {978-0-478-38670-7},\n\tshorttitle = {Evaluation of {Whakapiki} i te {Reo} a professional development programme for kaiako in {Level} 1 and {Level} 2 {Māori} medium settings},\n\tabstract = {This report contains findings from an analysis of a quantitative survey of 50 kaiako from selected kura, and a series of qualitative interviews with kaiako, principals and Whakapiki i te Reo (WKR) providers. This particular report is concerned with assessing the outcomes from the WKR programme, and particularly with the impact the programme is having on the reo Māori development of students, and the building of kaiako capability and kura capacity.},\n\tlanguage = {eng},\n\tpublisher = {Ministry of Education},\n\tauthor = {{Rangi. Matamua}},\n\tyear = {2012},\n\tkeywords = {Kaiako., Maori language Study and teaching., Mātauranga., Reo Māori., Teachers In-service training New Zealand Evaluation., Whakapiki i te Reo (Program) Evaluation.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Kia Puāwaitia Ngā Tūmanako. Critical Issues for Whānau in Māori Education.\n \n \n \n\n\n \n Hutchings, J.; Barnes, A.; Taupo, K.; Bright, N.; Pihama, L.; and Lee, J.\n\n\n \n\n\n\n Technical Report 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{hutchings_kia_2012,\n\ttitle = {Kia {Puāwaitia} {Ngā} {Tūmanako}. {Critical} {Issues} for {Whānau} in {Māori} {Education}},\n\tauthor = {Hutchings, Jessica and Barnes, Alex and Taupo, Katrina and Bright, Nicola and Pihama, Leonie and Lee, Jenny},\n\tyear = {2012},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Empowering voices, transforming communities.\n \n \n \n \n\n\n \n Ka&Apos; and Ai, T.\n\n\n \n\n\n\n Te Kaharoa, 5(1): 12. 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Empowering$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{ka&apos_empowering_2012,\n\ttitle = {Empowering voices, transforming communities},\n\tvolume = {5},\n\tissn = {1178-6035},\n\turl = {1178 - 6035},\n\tabstract = {Looks at the need for indigenous scholars to make the 'academy' both responsive and responsible to indigenous people's goals of self-determination and well-being. Introduces Te Ipukarea (the National Māori Language Institute), a construct which defies the colonial silo mentality and attitudes of universities and attracts participation and support from a range of Māori across tertiary institutions and community organisations who are motivated by Indigenous values and principles of sharing knowledge and expertise to ensure the Māori language and culture survive.},\n\tlanguage = {eng},\n\tnumber = {1},\n\turldate = {2016-02-08},\n\tjournal = {Te Kaharoa},\n\tauthor = {{Ka\\&Apos} and Ai, Tania},\n\tyear = {2012},\n\tkeywords = {Indigenous Peoples – Education, Māori (New Zealand People) – Education (Higher), Māori (New Zealand People) – Ethnic Identity, Māori (New Zealand People) – Language, Māori Language – Study And Teaching, Te Ipukarea : National Māori Language Institute},\n\tpages = {12},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Kaupapa Māori in New Zealand Public Libraries.\n \n \n \n \n\n\n \n Hayes, L.\n\n\n \n\n\n\n . 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Kaupapa$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hayes_kaupapa_2012,\n\ttitle = {Kaupapa {Māori} in {New} {Zealand} {Public} {Libraries}},\n\turl = {http://researcharchive.vuw.ac.nz/handle/10063/2621},\n\tabstract = {It is nearly two decades since Tui MacDonald first studied the experience of Māori in New Zealand libraries. Since then libraries have seen many changes and embraced challenging initiatives in creating public spaces which reflect much of the biculturalism of New Zealand society. Bilingual signage has been erected, awareness and obligations to the Treaty are generally better accepted and understood, and Te Rōpū Whakahau has helped to ensure there is a growing professional Māori presence in our libraries. But is that enough? Should biculturalism not be aiming to integrate Māori values and concepts in the ideals of the organisation? Should biculturalism not reflect an equal representation of both the Pākehā (non-Māori) and the Māori worldview in the way information is organised, customers are greeted and activities are carried out in the library? This research project explores the deeper commitments to biculturalism by examining the extent to which kaupapa Māori, or Māori knowledge frameworks, value systems, and a Māori worldview form part of a wider bicultural strategy within public libraries in Aotearoa. The study highlights the bicultural achievements being made in public libraries as well as exploring the evolutionary and transformative challenges which lie ahead for the sector in striving towards an epistemological and cultural balance. Data for this research was collected using a qualitative approach involving semi-structured interviews with a selection of library leaders chosen from a purposive sample of public library services in New Zealand. The findings suggest a degree of inconsistency around the integration and understanding of kaupapa Māori concepts and practice, depending on location and demographic. They indicate that while there are personal, organisational and resource barriers to fully incorporating a kaupapa Māori, including a lack of Māori seniority within the industry, these limitations stem from political and historical roots which relate to colonialism in Aotearoa and the commitment to, and interpretation of, the Treaty of Waitangi. The results also reveal an aspiration for advancing the bicultural agenda and for exploring new paradigms for reshaping European designed public libraries in ways which integrate indigenous worldviews. As a contribution to the library and information sector body of knowledge, the subject has significance not only within New Zealand but globally, particularly in relation to the incorporation of indigenous worldviews in library design, development and delivery. Opportunities for further research include exploring Māori representation in public library management, options for altering library classification systems and collection arrangements to integrate indigenous worldviews and staff experiences of kaupapa Māori.},\n\tlanguage = {en\\_NZ},\n\turldate = {2015-12-17},\n\tauthor = {Hayes, Luqman},\n\tyear = {2012},\n}\n\n

\n\n\n

\n It is nearly two decades since Tui MacDonald first studied the experience of Māori in New Zealand libraries. Since then libraries have seen many changes and embraced challenging initiatives in creating public spaces which reflect much of the biculturalism of New Zealand society. Bilingual signage has been erected, awareness and obligations to the Treaty are generally better accepted and understood, and Te Rōpū Whakahau has helped to ensure there is a growing professional Māori presence in our libraries. But is that enough? Should biculturalism not be aiming to integrate Māori values and concepts in the ideals of the organisation? Should biculturalism not reflect an equal representation of both the Pākehā (non-Māori) and the Māori worldview in the way information is organised, customers are greeted and activities are carried out in the library? This research project explores the deeper commitments to biculturalism by examining the extent to which kaupapa Māori, or Māori knowledge frameworks, value systems, and a Māori worldview form part of a wider bicultural strategy within public libraries in Aotearoa. The study highlights the bicultural achievements being made in public libraries as well as exploring the evolutionary and transformative challenges which lie ahead for the sector in striving towards an epistemological and cultural balance. Data for this research was collected using a qualitative approach involving semi-structured interviews with a selection of library leaders chosen from a purposive sample of public library services in New Zealand. The findings suggest a degree of inconsistency around the integration and understanding of kaupapa Māori concepts and practice, depending on location and demographic. They indicate that while there are personal, organisational and resource barriers to fully incorporating a kaupapa Māori, including a lack of Māori seniority within the industry, these limitations stem from political and historical roots which relate to colonialism in Aotearoa and the commitment to, and interpretation of, the Treaty of Waitangi. The results also reveal an aspiration for advancing the bicultural agenda and for exploring new paradigms for reshaping European designed public libraries in ways which integrate indigenous worldviews. As a contribution to the library and information sector body of knowledge, the subject has significance not only within New Zealand but globally, particularly in relation to the incorporation of indigenous worldviews in library design, development and delivery. Opportunities for further research include exploring Māori representation in public library management, options for altering library classification systems and collection arrangements to integrate indigenous worldviews and staff experiences of kaupapa Māori.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Whakaaro Rua - two ways of knowing : understanding how identity and culture changes when Maori migrate across the Tasman to live in Australia.\n \n \n \n \n\n\n \n Henare - Solomona, R.\n\n\n \n\n\n\n University of Western Sydney, 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Whakaaro$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{henare_-_solomona_whakaaro_2012,\n\ttitle = {Whakaaro {Rua} - two ways of knowing : understanding how identity and culture changes when {Maori} migrate across the {Tasman} to live in {Australia}},\n\tshorttitle = {Whakaaro {Rua} - two ways of knowing},\n\turl = {http://researchdirect.westernsydney.edu.au/islandora/object/uws:14365},\n\tabstract = {This thesis is about seeking empowerment through informed reflection. It articulates changes to Maori identity and culture when whanau leave their traditional homelands in Aotearoa and move across the Tasman Sea to live in Australia. The thesis presents a community narrative derived from autoethnographic reflections, short stories and informal conversations I gathered from youth, families and community groups during individual interviews and focus groups. These storylines help to illustrate how whanau have managed to exist as Maori in another country without their tribal system close by to support the traditional and cultural way of life. The thesis also highlights how the research methods used in this study enable culturally competent practices and it endeavors to describe the self-organizing, dynamic and emerging behaviour of our Maori community. In undertaking this research and through writing the thesis I have chosen to follow a particular format. This is not to flaunt convention, but to find a position, my space, a Maori place amidst the conversations and storylines that articulate living in and between two worlds. In doing this I have sought to manage the research and writing process by having recourse to a conceptual design. The work is informed by Kaupapa Maori and Complexity theory. It is autoethnographic in style moving back and forth between an insider’s passionate perspective and an outsider’s impassive one (Van Maanen 1988) all the while I tell stories and engage in conversation about what I/we see and how this can help me/us to know how trans-Tasman migration has influenced a change in the way we practice our Maori ways of being and knowing. As the inquirer, my role is to be the facilitator of the emergent in which bicultural issues, scholarly insights, and the ‘new’ in the ‘old’ narrative unfolds. I then turn to my Tupuna, Matua Tekoteko who now becomes the kaitiaki or caretaker of this work. He holds it within for safekeeping.},\n\tlanguage = {eng},\n\tpublisher = {University of Western Sydney},\n\tauthor = {Henare - Solomona, Roseanna},\n\tyear = {2012},\n\tkeywords = {Aotearoa, Australia, Autoethnography, Culture, Emigration And Immigration, Identity, Immigrants, Maori (New Zealand people), New Zealand, Whanau},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Beyond legitimation: A tribal response to Maori Education in Aotearoa New Zealand.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n Australian Journal of Indigenous Education, The, 41(2): 146–155. 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Beyond$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_beyond_2012,\n\ttitle = {Beyond legitimation: {A} tribal response to {Maori} {Education} in {Aotearoa} {New} {Zealand}},\n\tvolume = {41},\n\tcopyright = {Access incurs a cost},\n\tissn = {1326-0111},\n\tshorttitle = {Beyond legitimation},\n\turl = {https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/beyond-legitimation-a-tribal-response-to-mori-education-in-aotearoa-new-zealand/14C02F2B271FDB7D9EDD9AD4B6293FA2},\n\tabstract = {This article describes an intervention strategy, initiated under the New Zealand Government's tribal partnership scheme, which promotes a culture-based/place-based approach to education in mainstream schools and early childhood centres in one tribal region. Through place-based education children are immersed in local heritage, including language and culture, landscapes, opportunities and experiences. The strategy is a tribal response to the overwhelming evidence of Maori underachievement in education in the tribal catchment. A case study is presented of a place-based/culture-based initiative called the Ngati Kahungunu Cultural Standards Project (NKCSP). It is argued that the development of cultural standards offers an opportunity by which teachers and others within the education sector can develop and incorporate practice that reflects, promotes and values the student's culture. The core assumption underpinning the project is that cultural knowledge contributes to Maori student success in education.},\n\tnumber = {2},\n\tjournal = {Australian Journal of Indigenous Education, The},\n\tyear = {2012},\n\tkeywords = {Education And State, Maori (New Zealand people)–Education, Maori (New Zealand people)–Social life and customs, Teacher-Student Relationships},\n\tpages = {146--155},\n}\n\n

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\n \n\n \n \n \n \n \n \n Kā Puananī o Te Reo as an Effective Means of Te Reo Me Ōna Tikanga Enrichment from the Perspective of Tamariki and Whānau.\n \n \n \n \n\n\n \n Te Maiharoa, K.\n\n\n \n\n\n\n Ph.D. Thesis, University of Otago, 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Kā$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{te_maiharoa_ka_2012,\n\ttitle = {Kā {Puananī} o {Te} {Reo} as an {Effective} {Means} of {Te} {Reo} {Me} Ōna {Tikanga} {Enrichment} from the {Perspective} of {Tamariki} and {Whānau}},\n\turl = {https://otago.ourarchive.ac.nz/handle/10523/2420},\n\tabstract = {Whaanau and schools in Dunedin developed an innovative solution to the issue of finding quality te reo Māori teaching for fluent tamariki. Ka Puananii o te Reo, a one day a week te reo immersion class for Years 1 – 6, was launched on the 4th of February 2010 at Dunedin North Intermediate School. This research explored the Kaa Puananii o te Reo programme as a potential model of success for learning te reo Maaori. The study used ‘interviews as chats’ with 6 tamariki, 3 rangatahi and 11 whānau members. The whaanau and tamariki perspective was necessary to develop an understanding of what participants thought was a successful model for the delivery of quality te reo me ōna tikanga Māori. The goals of Ka Puananii o te Reo were: greatly increased skills in te reo Maori me ona tikanga; greater links between the tamariki and whānau across the city resulting in a new community of te reo Maori speakers; and an emerging cohort of tamariki and rangatahi as the next generation of te reo Maori speakers.},\n\turldate = {2016-01-12},\n\tschool = {University of Otago},\n\tauthor = {Te Maiharoa, Kelli},\n\tyear = {2012},\n}\n\n

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\n \n\n \n \n \n \n \n \n From Language Revival to Language Removal? The Teaching of Titular Languages in the National Republics of Post- Soviet Russia.\n \n \n \n \n\n\n \n Zamyatin, K.\n\n\n \n\n\n\n Journal on Ethnopolitics and Minority Issues in Europe, 11(2): 75–102. 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"From$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{zamyatin_language_2012,\n\ttitle = {From {Language} {Revival} to {Language} {Removal}? {The} {Teaching} of {Titular} {Languages} in the {National} {Republics} of {Post}- {Soviet} {Russia}},\n\tvolume = {11},\n\turl = {http://www.ecmi.de/fileadmin/downloads/publications/JEMIE/2012/Vol_2_Dezember_2012/5._JEMIE_Zamyatin.pdf},\n\tabstract = {Minority language education has been planned in post-Soviet Russia for two decades. During this period, language policy in education has shifted from compulsory to voluntary study of native languages in school. The effect of this move in policy and its relation to general trends on language education has not yet been systematically evaluated. Addressing this gap, the current article employs a quantitative method to calculate dynamics in the relative share of native language learners attending school. This study demonstrates that, after the breakdown of the Soviet Union, the significant investments by regional authorities to extend titular language teaching resulted in the provision of native language teaching to most of the titular students in some former autonomous republics, notably the Turkic republics in the Volga and Ural areas. In contrast, steps for the promotion of titular languages in the Finno-Ugric republics have had less impact on native language teaching. Throughout the two post-Soviet decades, the insufficient amount of teaching of the Finno-Ugric languages in titular republics failed to ensure the transfer of language competence to a considerable proportion of children. This failure to ensure revival of the titular languages may accelerate the language shift from minority languages towards Russian},\n\tnumber = {2},\n\tjournal = {Journal on Ethnopolitics and Minority Issues in Europe},\n\tauthor = {Zamyatin, Konstantin},\n\tyear = {2012},\n\tkeywords = {Language Revival, core of language policy, education reform, finno-ugric, has been at the, have the policies actually, in education, in russia, minority language education, national republics, republics, revived, russia, since the early 1990s, the languages, volga and ural turkic},\n\tpages = {75--102},\n}\n\n

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\n \n\n \n \n \n \n \n \n Theoretical Claims and Empirical Evidence in Maori Education Discourse.\n \n \n \n \n\n\n \n Rata, E.\n\n\n \n\n\n\n Educational Philosophy and Theory, 44(10): 1060–1072. January 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Theoretical$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{rata_theoretical_2012,\n\ttitle = {Theoretical {Claims} and {Empirical} {Evidence} in {Maori} {Education} {Discourse}},\n\tvolume = {44},\n\tissn = {0013-1857},\n\turl = {http://www.tandfonline.com/doi/abs/10.1111/j.1469-5812.2011.00755.x},\n\tdoi = {10.1111/j.1469-5812.2011.00755.x},\n\tnumber = {10},\n\tjournal = {Educational Philosophy and Theory},\n\tauthor = {Rata, Elizabeth},\n\tmonth = jan,\n\tyear = {2012},\n\tkeywords = {critical sociology of education, empirical research, indigenous educa-, maori education, social realism, tion, voice discourse},\n\tpages = {1060--1072},\n}\n\n

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\n \n\n \n \n \n \n \n Language and community : building collaboration in revitalisation work - collaborative reclamation of language domains.\n \n \n \n\n\n \n Hoskins, H.\n\n\n \n\n\n\n . 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hoskins_language_2012,\n\ttitle = {Language and community : building collaboration in revitalisation work - collaborative reclamation of language domains},\n\tissn = {1178-6035},\n\tshorttitle = {Language and community},\n\tabstract = {Suggests that if Māori are to effectively revitalise the language in domains that are traditionally culturally significant like that of food gathering practices, then it is essential that a strategy be developed that draws together the language experts and those with the knowledge of the cultural practice who may or may not be proficient in the language. Notes that collaboration of these two groups will enable the development of vocabulary to keep up with the changes while maintaining the traditional knowledge base and perspective. Examines possible models that draw together the specific knowledge of each field in an effort to regenerate the usage of the language in the domain from which it finds reference.},\n\tlanguage = {eng},\n\tauthor = {Hoskins, Hemi},\n\tyear = {2012},\n\tkeywords = {Language And Languages – Study And Teaching – Methodology, Language Maintenance, Māori (New Zealand People) – Language},\n}\n\n

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\n \n\n \n \n \n \n \n Language endangerment in the 21st century : globalisation, technology and new media : proceedings of the Conference FEL XVI, 12-15 September 2012, AUT University, Auckland, Aotearoa/New Zealand.\n \n \n \n\n\n \n FEL Conference\n\n\n \n\n\n\n Te Ipukarea, AUT University ; Bath, England, Auckland NZ, 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{fel_conference_language_2012,\n\taddress = {Auckland NZ},\n\ttitle = {Language endangerment in the 21st century : globalisation, technology and new media : proceedings of the {Conference} {FEL} {XVI}, 12-15 {September} 2012, {AUT} {University}, {Auckland}, {Aotearoa}/{New} {Zealand}},\n\tshorttitle = {Language endangerment in the 21st century},\n\tabstract = {Since the beginning of the present millennium unprecedented social changes have been taking place across the world driven by technology, new media and social media networking. Cultural commentaries remind us of the global diffusion of ideas and values that has become synonymous with the weakening of historical and traditional linguistic ties and their replacement by loose connections to consumerism and capitalism. Old traditions perish and new ones evolve. Any discussion and questions of technology and new media in endangered language contexts must be grounded and framed within the realities of access. Although the digital divide continues to exist, there is evidence, however, of increased access to new wireless media among endangered and minority language users.},\n\tlanguage = {eng},\n\tpublisher = {Te Ipukarea, AUT University ; Bath, England},\n\tauthor = {{FEL Conference}},\n\tyear = {2012},\n\tkeywords = {Endangered languages Congresses., Language maintenance Technological innovations Congresses., Language revival Social aspects Congresses., Maori language Congresses., Reo Māori .},\n}\n\n

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\n \n\n \n \n \n \n \n \n Modeling language evolution: Aromanian, an endangered language in Greece.\n \n \n \n \n\n\n \n Bakalis, E.; and Galani, A.\n\n\n \n\n\n\n , 391(20): 4963–4969. 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Modeling$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{bakalis_modeling_2012,\n\ttitle = {Modeling language evolution: {Aromanian}, an endangered language in {Greece}},\n\tvolume = {391},\n\turl = {http://www.sciencedirect.com/science/article/pii/S0378437112004049},\n\tabstract = {Time evolution of the relative density of speakers of an endangered language, Aromanian, which is spoken by a bilingual community in North-Western Greece, is approached theoretically by means of a two-state model and a three-state model. The same prestige and volatility parameters are used in these two models. Furthermore, a culture parameter and a second exponent are introduced in the three-state model. The parameters of each model are fitted to the current status of Aromanian, on the basis of field evidence collected by us, and the first findings about the risk of the language’s extinction are presented.},\n\tnumber = {20},\n\turldate = {2016-07-20},\n\tauthor = {Bakalis, Evangelos and Galani, Alexandra},\n\tyear = {2012},\n\tkeywords = {Dynamical systems, Language Endangerment, Social-economic systems, language competition},\n\tpages = {4963--4969},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ora ai te Mana o te Whānau, inā kōrero Māori?: What is the Link Between Te Reo Māori and Mana Whānau or Whānau Empowerment?.\n \n \n \n \n\n\n \n Isaac-Sharland, W\n\n\n \n\n\n\n Ph.D. Thesis, Massey University, Palmerston North, New Zealand, 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Ora$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{isaac-sharland_ora_2012,\n\taddress = {Palmerston North, New Zealand},\n\ttype = {Masters of {Arts}},\n\ttitle = {Ora ai te {Mana} o te {Whānau}, inā kōrero {Māori}?: {What} is the {Link} {Between} {Te} {Reo} {Māori} and {Mana} {Whānau} or {Whānau} {Empowerment}?},\n\turl = {http://mro.massey.ac.nz/handle/10179/5026},\n\tabstract = {This research project aims to ascertain whether the utilisation of te reo Maori within whanau is an empowering instrument regarding mana whanau inclusive of whanau wellbeing. It explores how immersion within the Maori language influences these whanau participants, and how this lifestyle choice contributes toward wellbeing of whanau and their sense of empowerment. Underpinned by a Kaupapa Maori approach (Smith, 1997), that utilises varying tikanga Maori concepts (Mead, 1996) as guidelines. The overall intention of this project is to provide further information which may potentially assist with attempts to examine the resilience of whanau from an individual and collective perspective. The main outcome from this study is the potential for whanau to identify that te reo Maori is a positive communication technique which enhances whanau and their whanau wellbeing; achieved by a new awareness of the positive influences facilitated by engagement in te reo Maori. This may in turn increase whanau capacity for self development. A further justification of this research is that it will further develop the total immersion Maori lifestyle evidence base, and explore linkages between the use of the Maori language and whanau wellbeing in more detail.},\n\turldate = {2016-07-29},\n\tschool = {Massey University},\n\tauthor = {Isaac-Sharland, W},\n\tyear = {2012},\n\tkeywords = {Immersion Programs, Language And Culture, Marae, Wellbeing},\n}\n\n

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\n \n\n \n \n \n \n \n \n Bilingualism carries benefits beyond cost.\n \n \n \n \n\n\n \n Kheiriddin, T.\n\n\n \n\n\n\n National Post,A.12. 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Bilingualism$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{kheiriddin_bilingualism_2012,\n\ttitle = {Bilingualism carries benefits beyond cost},\n\tissn = {1486-8008},\n\turl = {http://news.nationalpost.com/full-comment/tasha-kheiriddin-bilingualism-carries-benefits-beyond-cost},\n\tabstract = {The reality is that bilingualism is a matter of degree, and no matter how good your knowledge of the other official language is, there are circumstances in which you would prefer to be served in your mother tongue.},\n\tlanguage = {eng},\n\tjournal = {National Post},\n\tauthor = {Kheiriddin, Tasha},\n\tyear = {2012},\n\tkeywords = {Bilingual Education, Bilingualism, Chinese Languages},\n\tpages = {A.12},\n}\n\n

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\n \n\n \n \n \n \n \n Te reo Maori as a language of New Zealand law : the attainment of civic status : [a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Law].\n \n \n \n\n\n \n Tai Ahu author\n\n\n \n\n\n\n Thesis LLM–Victoria University of Wellington, 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{tai_ahu_author_te_2012,\n\ttitle = {Te reo {Maori} as a language of {New} {Zealand} law : the attainment of civic status : [a thesis submitted to the {Victoria} {University} of {Wellington} in fulfilment of the requirements for the degree of {Master} of {Law}]},\n\tshorttitle = {Te reo {Maori} as a language of {New} {Zealand} law},\n\tabstract = {\\$\\$C series\\_note\\$\\$V Theses. Law. LL.M. (Victoria University of Wellington)},\n\tlanguage = {eng;mao},\n\tpublisher = {Thesis LLM–Victoria University of Wellington},\n\tauthor = {{Tai Ahu author}},\n\tyear = {2012},\n\tkeywords = {Language policy New Zealand., Law Language., Linguistic minorities Legal status, Maori language Legal status, New Zealand. Waitangi Tribunal, Reo Māori., etc., laws},\n}\n\n

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\n \n\n \n \n \n \n \n \n Not Just Situaciones de la Vida : Professionalization and Indigenous Language Revitalization in the Andes.\n \n \n \n \n\n\n \n Hornberger, N. H.; and Swinehart, K. F.\n\n\n \n\n\n\n International Multilingual Research Journal, 6(1): 35–49. January 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Not$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hornberger_not_2012,\n\ttitle = {Not {Just} {Situaciones} de la {Vida} : {Professionalization} and {Indigenous} {Language} {Revitalization} in the {Andes}},\n\tvolume = {6},\n\tissn = {1931-3152},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/19313152.2012.639281},\n\tdoi = {10.1080/19313152.2012.639281},\n\tnumber = {1},\n\tjournal = {International Multilingual Research Journal},\n\tauthor = {Hornberger, Nancy H. and Swinehart, Karl F.},\n\tmonth = jan,\n\tyear = {2012},\n\tpages = {35--49},\n}\n\n

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\n \n\n \n \n \n \n \n \n Restoring Te Reo Maori Means Listening to Our Youth.\n \n \n \n \n\n\n \n Brown, H.\n\n\n \n\n\n\n New Zealand Physical Educator, 45(3): 23. 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Restoring$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{brown_restoring_2012,\n\ttitle = {Restoring {Te} {Reo} {Maori} {Means} {Listening} to {Our} {Youth}},\n\tvolume = {45},\n\turl = {http://search.proquest.com/openview/c86d24f67f76b4bbbca6c17da6c13381/1?pq-origsite=gscholar},\n\tabstract = {In the 1890s some two hundred Maori leaders petitioned Parliament to ban Te Reo Maori from schools (Ewing and Shallcrass, 1970, p. 30). This was reluctantly agreed to by Members of Parliament despite protestations from many Pakeha educators at the time. For the following three decades strong Maori representations, from outstanding Maori assimilist leader such as F.A. Bennett and the MPs James Carroll, Maui Pomare, Peter Buck and Apirana Ngata, kept the pressure on the Department of Education to prevent them recanting the wishes of Maoridom (Webster, 1998). Infact Ngata was so vociferous on the matter that he was famously quoted as saying, "that if he had to devise a curricula for native schools he would make four out of five subjects English" (Walker, 2001, p. 221).},\n\tnumber = {3},\n\turldate = {2016-02-05},\n\tjournal = {New Zealand Physical Educator},\n\tauthor = {Brown, Harko},\n\tyear = {2012},\n\tpages = {23},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Māori Plan for Tāmaki Makaurau.\n \n \n \n \n\n\n \n Independent Māori Statutory Board\n\n\n \n\n\n\n Technical Report 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{independent_maori_statutory_board_maori_2012,\n\ttitle = {The {Māori} {Plan} for {Tāmaki} {Makaurau}},\n\turl = {http://www.aucklandcouncil.govt.nz/EN/planspoliciesprojects/plansstrategies/unitaryplan/Documents/Section32report/Appendices/Appendix%203.16.4.pdf},\n\tabstract = {The IMSB’s Funding Agreement and Work Programme for 2011/2012 provided for ‘researching current Māori wellbeing in Auckland and developing the process for managing and monitoring change’. In mid 2011, after a limited competitive tender process, the IMSB commissioned Te Kotahi Research Institute, University of Waikato, to produce a scoping report, including a business case on evaluating Mana Whenua and Mataawaka Wellbeing in Tāmaki Makaurau. Māori wellbeing frameworks, Auckland Council documents and the views of Mana Whenua and Mataawaka were gathered to complete the brief. A business case and methodology, Te Toi Roa: Towards an evaluation methodology for Mana Whenua and Mataawaka concluded there was no existing Māori wellbeing model that delivered what the IMSB required. The report recommended that a Māori Wellbeing Plan for Tāmaki Makaurau be developed as a starting point. In August 2011, a request for proposals to develop a Māori Wellbeing Plan for Tāmaki Makaurau including a monitoring and evaluation framework was advertised through an open tender process. The tenders were assessed by a sub-group of IMSB members and the Board’s Secretariat. Key Findings The engagement exercise revealed a wide range of views and opinions about Māori wellbeing in Tāmaki Makaurau and the contributors to improving Māori wellbeing. In brief: • Mana Whenua and Mataawaka share many aspirations and understand the unique roles and responsibilities that they play across Tāmaki Makaurau; • Mana Whenua and Mataawaka aspirations are holistic and cross all of the four domains; • Māori values are integral to Mana Whenua and Mataawaka aspirations for the future; • Māori highlighted specific issues and concerns about Auckland Council activities; • Economic aspirations for Tāmaki Makaurau require further investigation and development; • There are opportunities to connect and participate globally; • Greater value to be placed on Māori culture, including marae and te reo; • There should be greater opportunities for Māori communities to connect with each other, and externally, to provide social cohesion; • Rangatahi aspirations generally echoed those of Mana Whenua and Mataawaka, with a particular emphasis on rangatahi leadership, Māori identity, te reo, and having a clean, green environment. In October 2011, Te Kotahi Research Institute was commissioned by the IMSB to develop the Māori Wellbeing Plan and monitoring framework. Kaa Te Rama Consultancy Ltd was also commissioned to complete a discreet project on rangatahi Māori aspirations to contribute to the overall Māori Plan. Between November 2011 and May 2012, significant engagement with Mana Whenua, Mataawaka, and rangatahi Māori was completed. This included twenty three hui with Mana Whenua and Mataawaka, and ten with rangatahi Māori. In addition, a Facebook site, an online survey and community events were also used to gather feedback from rangatahi Māori The engagement exercise revealed a wide range of views and opinions about Māori wellbeing in Tāmaki Makaurau and the contributors to improving Māori wellbeing. In brief: • Mana Whenua and Mataawaka share many aspirations and understand the unique roles and responsibilities that they play across Tāmaki Makaurau; • Mana Whenua and Mataawaka aspirations are holistic and cross all of the four domains; • Māori values are integral to Mana Whenua and Mataawaka aspirations for the future; • Māori highlighted specific issues and concerns about Auckland Council activities; • Economic aspirations for Tāmaki Makaurau require further investigation and development; • There are opportunities to connect and participate globally; • Greater value to be placed on Māori culture, including marae and te reo; • There should be greater opportunities for Māori communities to connect with each other, and externally, to provide social cohesion; • Rangatahi aspirations generally echoed those of Mana Whenua and Mataawaka, with a particular emphasis on rangatahi leadership, Māori identity, te reo, and having a clean, green environment},\n\turldate = {2016-07-17},\n\tauthor = {{Independent Māori Statutory Board}},\n\tyear = {2012},\n\tpages = {35},\n}\n\n

\n\n\n

\n The IMSB’s Funding Agreement and Work Programme for 2011/2012 provided for ‘researching current Māori wellbeing in Auckland and developing the process for managing and monitoring change’. In mid 2011, after a limited competitive tender process, the IMSB commissioned Te Kotahi Research Institute, University of Waikato, to produce a scoping report, including a business case on evaluating Mana Whenua and Mataawaka Wellbeing in Tāmaki Makaurau. Māori wellbeing frameworks, Auckland Council documents and the views of Mana Whenua and Mataawaka were gathered to complete the brief. A business case and methodology, Te Toi Roa: Towards an evaluation methodology for Mana Whenua and Mataawaka concluded there was no existing Māori wellbeing model that delivered what the IMSB required. The report recommended that a Māori Wellbeing Plan for Tāmaki Makaurau be developed as a starting point. In August 2011, a request for proposals to develop a Māori Wellbeing Plan for Tāmaki Makaurau including a monitoring and evaluation framework was advertised through an open tender process. The tenders were assessed by a sub-group of IMSB members and the Board’s Secretariat. Key Findings The engagement exercise revealed a wide range of views and opinions about Māori wellbeing in Tāmaki Makaurau and the contributors to improving Māori wellbeing. In brief: • Mana Whenua and Mataawaka share many aspirations and understand the unique roles and responsibilities that they play across Tāmaki Makaurau; • Mana Whenua and Mataawaka aspirations are holistic and cross all of the four domains; • Māori values are integral to Mana Whenua and Mataawaka aspirations for the future; • Māori highlighted specific issues and concerns about Auckland Council activities; • Economic aspirations for Tāmaki Makaurau require further investigation and development; • There are opportunities to connect and participate globally; • Greater value to be placed on Māori culture, including marae and te reo; • There should be greater opportunities for Māori communities to connect with each other, and externally, to provide social cohesion; • Rangatahi aspirations generally echoed those of Mana Whenua and Mataawaka, with a particular emphasis on rangatahi leadership, Māori identity, te reo, and having a clean, green environment. In October 2011, Te Kotahi Research Institute was commissioned by the IMSB to develop the Māori Wellbeing Plan and monitoring framework. Kaa Te Rama Consultancy Ltd was also commissioned to complete a discreet project on rangatahi Māori aspirations to contribute to the overall Māori Plan. Between November 2011 and May 2012, significant engagement with Mana Whenua, Mataawaka, and rangatahi Māori was completed. This included twenty three hui with Mana Whenua and Mataawaka, and ten with rangatahi Māori. In addition, a Facebook site, an online survey and community events were also used to gather feedback from rangatahi Māori The engagement exercise revealed a wide range of views and opinions about Māori wellbeing in Tāmaki Makaurau and the contributors to improving Māori wellbeing. In brief: • Mana Whenua and Mataawaka share many aspirations and understand the unique roles and responsibilities that they play across Tāmaki Makaurau; • Mana Whenua and Mataawaka aspirations are holistic and cross all of the four domains; • Māori values are integral to Mana Whenua and Mataawaka aspirations for the future; • Māori highlighted specific issues and concerns about Auckland Council activities; • Economic aspirations for Tāmaki Makaurau require further investigation and development; • There are opportunities to connect and participate globally; • Greater value to be placed on Māori culture, including marae and te reo; • There should be greater opportunities for Māori communities to connect with each other, and externally, to provide social cohesion; • Rangatahi aspirations generally echoed those of Mana Whenua and Mataawaka, with a particular emphasis on rangatahi leadership, Māori identity, te reo, and having a clean, green environment\n

\n\n\n

\n \n\n \n \n \n \n \n \n Te Hokinga ki te Ūkaipō. A socio-cultural construction of Māori language development: Kōhanga Reo and home.\n \n \n \n \n\n\n \n Tangaere, A. R.\n\n\n \n\n\n\n Ph.D. Thesis, 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{tangaere_te_2012,\n\ttitle = {Te {Hokinga} ki te Ūkaipō. {A} socio-cultural construction of {Māori} language development: {Kōhanga} {Reo} and home},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/13392},\n\tabstract = {There is a body of international research evidence that argues that as children learn and develop their language they are learning about and developing their perception of their socio-cultural environment. In turn as they interact within a specific context the nature of that context stimulates language. However there has been little comprehensive research carried out on the language learning practices of the children in Kōhanga Reo and in their home since the movement first began. This research explores the role that the whānau (family) plays in the construction of language development with the Kōhanga Reo child in their socio-cultural context. It critically examines the processes of language socialisation within the cultural base of Te Kōhanga Reo and in the child‘s home. The study‘s theoretical framework adopts a socio-cultural approach (Rogoff, 1995, 2003) couched within a bioecological model of whānau development (Bronfenbrenner, 1979, 2005). This framework assisted the researcher in unfolding the multi layers of social, cultural, political and spiritual influences on whānau development during the child‘s co-construction of Māori language within his/her two main settings Te Kōhanga Reo and home. From this premise a hypothesis was proposed, that the cultural base in Te Kōhanga Reo results in socio-cultural interactions (whanaungatanga) within the home and kōhanga that support the construction of language development as defined by tikanga Māori. The study examines the kaupapa (philosophy) of the Kōhanga Reo movement, its cultural base, the socio-cultural interactions that take place namely whanaungatanga, and the child‘s construction of te reo Māori (the Māori language). However discussions with whānau, recordings of the children‘s Māori language development, the cultural interactions between children and whānau soon highlighted the dynamic and passionate contribution that whānau, both home and kōhanga, make to their children‘s learning.},\n\tauthor = {Tangaere, Arapera Royal},\n\tyear = {2012},\n\tkeywords = {Day care centres, Kohanga reo, Language acquisition, Maori, Maori language, Preschool Education, Tikanga Maori, Whanau, Whanaungatanga},\n}\n\n

\n\n\n

\n There is a body of international research evidence that argues that as children learn and develop their language they are learning about and developing their perception of their socio-cultural environment. In turn as they interact within a specific context the nature of that context stimulates language. However there has been little comprehensive research carried out on the language learning practices of the children in Kōhanga Reo and in their home since the movement first began. This research explores the role that the whānau (family) plays in the construction of language development with the Kōhanga Reo child in their socio-cultural context. It critically examines the processes of language socialisation within the cultural base of Te Kōhanga Reo and in the child‘s home. The study‘s theoretical framework adopts a socio-cultural approach (Rogoff, 1995, 2003) couched within a bioecological model of whānau development (Bronfenbrenner, 1979, 2005). This framework assisted the researcher in unfolding the multi layers of social, cultural, political and spiritual influences on whānau development during the child‘s co-construction of Māori language within his/her two main settings Te Kōhanga Reo and home. From this premise a hypothesis was proposed, that the cultural base in Te Kōhanga Reo results in socio-cultural interactions (whanaungatanga) within the home and kōhanga that support the construction of language development as defined by tikanga Māori. The study examines the kaupapa (philosophy) of the Kōhanga Reo movement, its cultural base, the socio-cultural interactions that take place namely whanaungatanga, and the child‘s construction of te reo Māori (the Māori language). However discussions with whānau, recordings of the children‘s Māori language development, the cultural interactions between children and whānau soon highlighted the dynamic and passionate contribution that whānau, both home and kōhanga, make to their children‘s learning.\n

\n\n\n

\n \n\n \n \n \n \n \n \n He rāngai mamao he iti pioke Te Mauri o Pūheke.\n \n \n \n \n\n\n \n Maclean, J. H.\n\n\n \n\n\n\n Ph.D. Thesis, Auckland University of Technology, Auckland, NZ, 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{maclean_he_2012,\n\taddress = {Auckland, NZ},\n\ttype = {Masters of {Arts}},\n\ttitle = {He rāngai mamao he iti pioke {Te} {Mauri} o {Pūheke}},\n\tshorttitle = {He rāngai maomao, he iti pioke},\n\turl = {http://aut.researchgateway.ac.nz/handle/10292/4716},\n\tabstract = {Patukoraha and Te Whānau Moana, two northern hapū, have experienced severe language loss as evidenced by the depleting numbers of speakers of the reo in contexts such as marae, home, and community events. A language revitalisation strategy is proposed as a way to support these hapū to reverse language shift and the decline of competent speakers and return the language to its appropriate and rightful place in the cultural and social place as the essence of Māoritanga, and integral component of cultural identity.},\n\tlanguage = {eng},\n\tschool = {Auckland University of Technology},\n\tauthor = {Maclean, Joseph Hēnare},\n\tyear = {2012},\n\tkeywords = {Māori Language, Ngāti Kahu, Patukoraha, Te Whānau Moana, language revitalization, language strategy, te reo Māori},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n A language for buying biscuits? Maori as a civic language in the modern New Zealand Parliament.\n \n \n \n \n\n\n \n Stephens, M.; and Monk, P.\n\n\n \n\n\n\n Australian Indigenous Law Review, 16(2): 70–80. 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{stephens_language_2012,\n\ttitle = {A language for buying biscuits? {Maori} as a civic language in the modern {New} {Zealand} {Parliament}},\n\tvolume = {16},\n\tissn = {1835-0186},\n\tshorttitle = {A language for buying biscuits?},\n\turl = {http://search.informit.com.au/documentSummary;dn=615989952839710;res=IELIND},\n\tabstract = {There are two kinds of language in New Zealand: private and civic. Private language can be heard and read in the private sphere. It is the language in which conversations of all hues take place: the language of the classroom, of the reality TV show, of the church service; the raucous chatter of the sports bar, the hushed tones in the law school library. At any given hour, this kind of language can be heard, usually in English, sometimes in Maori, sometimes in other tongues, in private and in public settings. Civic language, by contrast, is the language of the enactment of state law, of government, administration, politics and the economy. This language ultimately determines the rights and obligations of New Zealand citizenship. Almost exclusively, English is the civic language of New Zealand. While Maori has remained the dominant language of the pre-eminent Maori civic realm, the marae atea, Maori has not had a civic role in the New Zealand state for over a century.},\n\tlanguage = {English},\n\tnumber = {2},\n\tjournal = {Australian Indigenous Law Review},\n\tauthor = {Stephens, Mamari and Monk, Phoebe},\n\tyear = {2012},\n\tkeywords = {Government regulation, Language, Language Policy, Language and languages–Study and teaching, MAORIS, Maori (New Zealand people), Maori language–Laws, Maori language–Social aspects, New Zealand, New Zealand. Maori Language Act 1987, New Zealand. Parliament, PARLIAMENT, regulations and rules},\n\tpages = {70--80},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n \"She says that I'm good at reading\": A Case Study of Engaged Māori Beginning Readers.\n \n \n \n \n\n\n \n Marshall, M. A. M. A.\n\n\n \n\n\n\n Victoria University of Wellington, 2012.\n \n\n\n\n
\n\n\n\n \n \n $\""She$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{marshall_she_2012,\n\ttitle = {"{She} says that {I}'m good at reading": {A} {Case} {Study} of {Engaged} {Māori} {Beginning} {Readers}},\n\tshorttitle = {"{She} says that {I}'m good at reading"},\n\turl = {http://researcharchive.vuw.ac.nz/xmlui/handle/10063/2318},\n\tabstract = {The impetus and reason for this study has been a desire to discover and capture the 'spark' that causes Māori children specifically, to have a love of reading, to be enthusiastic about reading and, in turn to be confident and competent beginning readers. Research in Maori education often focuses on problems of student underachievement. This study by contrast has aimed to highlight aspects of positive practice by recording the learning behaviours of a group of Maori children across two low decile primary schools, who are not only engaged in the beginning approach to reading but who are clearly motivated by and enjoying the process. This study explores the reasons why Māori children are engaged and motivated beginning readers and aims to see if it is possible to capture any of these attributes in order to support other Māori learners in becoming successful readers. The value of this research is in its potential to contribute to frameworks or initiatives that support Māori children achieving well, in this case, in the area of literacy. This study is a qualitative research under the tradition of a case study inquiry and is embedded within a Kaupapa Māori paradigm. A total of 17 participants (two literacy advisers, two teachers, six children and seven parents) were interviewed using flexibly structured interviews. The interviews were transcribed and analysed through themes that came from the data itself. Common themes from each participant group allowed for analysis in relation to the key research questions: What is the spark that causes Māori children to have a 'love of reading? What does this spark look like? What sparks Māori children into enjoying reading? And what are the factors and influences that contribute to reading engagement and motivation for Māori children? Classroom observations and video filming were also methods of data gathering in order to gain full and deep contexts of descriptive data of the children and teachers in their natural everyday classroom environment. The six children observed in this study were strongly engaged in classroom reading contexts and motivated to read. Both teachers and parents had a firm but relaxed approach to the reading experience. Strong and supportive home-school relationships with open communication were evident. Māori tikanga (practice) was incorporated naturally into planning. Teacher planning and practice was in line with best evidence for effective literacy practice. The practice of the two Pakeha teachers was in many ways consonant with Maori pedagogical approaches and this gave support to the children as Māori learners. The observations and interviews showed beginning readers who were comfortable and relaxed in their learning. They were making clear progress in reading, and approaching national norms in achievement. The 'spark' that leads children to be highly motivated readers, concentrating on reading tasks and clearly loving the process of learning to read is an intangible quality, hard to jmeasure in practice. But high levels of concentration, enjoyment of reading, and a desire to learn can be observed and recorded. All these things were seen in this study. It is possible to nurture and grow the enthusiasm, engagement and motivation that these children have if teachers demonstrate open hearts and minds in wanting to know their learners. The 'spark' or motivation in this study was also nurtured through the interconnected relationships the children had with their teachers and families and the effective teaching and learning practices displayed by the teachers. Using te reo (language) and tikanga Māori as a 'normal' part of daily practice contributed to the holistic wellbeing of the Māori children in this study, alongside strong home-school relationships. The combination of good teaching practice, good relationships and a firm but relaxed approach provides a model in action for success in supporting Maori children's beginning reading.},\n\tlanguage = {en\\_NZ},\n\tpublisher = {Victoria University of Wellington},\n\tauthor = {Marshall, Mary Ann Meri Arthur},\n\tyear = {2012},\n\tkeywords = {Education, Literacy, Maori},\n}\n\n

\n\n\n

\n The impetus and reason for this study has been a desire to discover and capture the 'spark' that causes Māori children specifically, to have a love of reading, to be enthusiastic about reading and, in turn to be confident and competent beginning readers. Research in Maori education often focuses on problems of student underachievement. This study by contrast has aimed to highlight aspects of positive practice by recording the learning behaviours of a group of Maori children across two low decile primary schools, who are not only engaged in the beginning approach to reading but who are clearly motivated by and enjoying the process. This study explores the reasons why Māori children are engaged and motivated beginning readers and aims to see if it is possible to capture any of these attributes in order to support other Māori learners in becoming successful readers. The value of this research is in its potential to contribute to frameworks or initiatives that support Māori children achieving well, in this case, in the area of literacy. This study is a qualitative research under the tradition of a case study inquiry and is embedded within a Kaupapa Māori paradigm. A total of 17 participants (two literacy advisers, two teachers, six children and seven parents) were interviewed using flexibly structured interviews. The interviews were transcribed and analysed through themes that came from the data itself. Common themes from each participant group allowed for analysis in relation to the key research questions: What is the spark that causes Māori children to have a 'love of reading? What does this spark look like? What sparks Māori children into enjoying reading? And what are the factors and influences that contribute to reading engagement and motivation for Māori children? Classroom observations and video filming were also methods of data gathering in order to gain full and deep contexts of descriptive data of the children and teachers in their natural everyday classroom environment. The six children observed in this study were strongly engaged in classroom reading contexts and motivated to read. Both teachers and parents had a firm but relaxed approach to the reading experience. Strong and supportive home-school relationships with open communication were evident. Māori tikanga (practice) was incorporated naturally into planning. Teacher planning and practice was in line with best evidence for effective literacy practice. The practice of the two Pakeha teachers was in many ways consonant with Maori pedagogical approaches and this gave support to the children as Māori learners. The observations and interviews showed beginning readers who were comfortable and relaxed in their learning. They were making clear progress in reading, and approaching national norms in achievement. The 'spark' that leads children to be highly motivated readers, concentrating on reading tasks and clearly loving the process of learning to read is an intangible quality, hard to jmeasure in practice. But high levels of concentration, enjoyment of reading, and a desire to learn can be observed and recorded. All these things were seen in this study. It is possible to nurture and grow the enthusiasm, engagement and motivation that these children have if teachers demonstrate open hearts and minds in wanting to know their learners. The 'spark' or motivation in this study was also nurtured through the interconnected relationships the children had with their teachers and families and the effective teaching and learning practices displayed by the teachers. Using te reo (language) and tikanga Māori as a 'normal' part of daily practice contributed to the holistic wellbeing of the Māori children in this study, alongside strong home-school relationships. The combination of good teaching practice, good relationships and a firm but relaxed approach provides a model in action for success in supporting Maori children's beginning reading.\n

\n\n\n

\n \n\n \n \n \n \n \n Mehemea ka moemoea tatou, ka taea e tatou.\n \n \n \n\n\n \n Lee, J. B. J.\n\n\n \n\n\n\n Set: Research Information for Teachers (Wellington), (2): 37. 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{lee_mehemea_2012,\n\ttitle = {Mehemea ka moemoea tatou, ka taea e tatou},\n\tissn = {0110-6376},\n\tabstract = {Teachers, educators and leaders have privileged roles in responding to the educational aspirations of our Maori learners, whanau, hapu, iwi and communities. This article considers the responsibilities of this group, the amount of work they take on as individuals, and the need to work collectively and with a shared vision to achieve the aspirations of our people.},\n\tlanguage = {English},\n\tnumber = {2},\n\tjournal = {Set: Research Information for Teachers (Wellington)},\n\tauthor = {Lee, Jenny Bol Jun},\n\tyear = {2012},\n\tkeywords = {61, 8NEWZ, Curriculum development–Practice, Curriculum development–Social aspects, Educational Services, Education–New Zealand, Education–Practice, Maoris–Education, New Zealand, Teachers–Practice},\n\tpages = {37},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Designing Indigenous Language Revitalization.\n \n \n \n \n\n\n \n Hermes, M.; Bang, M.; and Marin, A.\n\n\n \n\n\n\n Harvard Educational Review, 82(3): 381–403. 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Designing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hermes_designing_2012,\n\ttitle = {Designing {Indigenous} {Language} {Revitalization}},\n\tvolume = {82},\n\tissn = {0017-8055},\n\turl = {https://www.researchgate.net/publication/259400684_Designing_Indigenous_Language_Revitalization},\n\tabstract = {Endangered Indigenous languages have received little attention within the American educational research community. However, within Native American communities, language revitalization is pushing education beyond former iterations of culturally relevant curriculum and has the potential to radically alter how we understand cul- ture and language in education. Situated within this gap, Mary Hermes, Megan Bang, and Ananda Marin consider the role of education for Indigenous languages and frame specific questions of Ojibwe revitalization as a part of the wider under- standing of the context of community, language, and Indigenous knowledge produc- tion. Through a retrospective analysis of an interactive multimedia materials project, the authors present ways in which design research, retooled to fit the need of commu- nities, may inform language revitalization efforts and assist with the evolution of community-based research design. Broadly aimed at educators, the praxis described in this article draws on community collaboration, knowledge production, and the evolu- tion of a design within Indigenous language revitalization.},\n\tnumber = {3},\n\tjournal = {Harvard Educational Review},\n\tauthor = {Hermes, Mary and Bang, Megan and Marin, Amanda},\n\tyear = {2012},\n\tpmid = {1082048613},\n\tpages = {381--403},\n}\n\n

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\n \n\n \n \n \n \n \n He Kākano - making a difference for Māori learners.\n \n \n \n\n\n \n Howe, P.\n\n\n \n\n\n\n . 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{howe_he_2012,\n\ttitle = {He {Kākano} - making a difference for {Māori} learners},\n\tissn = {1174-8818},\n\tabstract = {The professional operations manager for He Kākano, an in-depth professional learning programme for secondary and area school leadership teams which focuses on growing culturally responsive pedagogical school leadership that actively takes account of the identity, language and culture of Māori learners to build relationships that result in achievement success, reflects on the positive shifts that have happened for schools and Māori learners in the two years since the programme started.},\n\tlanguage = {eng},\n\tauthor = {Howe, Paora},\n\tyear = {2012},\n\tkeywords = {Cultural Competence, Educational Leadership, Māori (New Zealand People) – Education},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n Development of a Māori Language Version of the New Zealand Hearing Screening Test.\n \n \n \n \n\n\n \n Murray, C. J.\n\n\n \n\n\n\n . 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Development$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{murray_development_2012,\n\ttitle = {Development of a {Māori} {Language} {Version} of the {New} {Zealand} {Hearing} {Screening} {Test}},\n\tcopyright = {Copyright Christa Jane Murray},\n\turl = {http://ir.canterbury.ac.nz:80/handle/10092/7132},\n\tabstract = {Hearing loss has a prevalence of 10.3\\% in New Zealand, with the Māori population being disproportionately affected compared to the non-Māori population. Hearing loss is an impairment that is under-recognised, under-reported and under-treated. This can be explained by the many existing barriers – the shortage of audiological services, financial cost to an individual seeking treatment, the stigma of both hearing loss and hearing aids, and healthcare seeking rates, particularly among the Māori population. This study aimed to develop a Māori language adaptive digit triplet test that could be offered remotely via the telephone and Internet as a hearing-screening test. Three sets of recordings were made of digit triplets spoken in te reo Māori by a female speaker. Two of these sets were selected for normalisation in speech noise. Normal-hearing participants (8 listeners) with hearing thresholds ≤20 dB HL were tested to establish the intelligibility of the individual recorded digits at various signal-to-noise ratios (-13, -10.5, -8 and -5.5 dB). Psychometric functions were fitted to the intelligibility data, and the digits in each position of the triplet that had the steepest slope were selected as the final test stimuli. The level of each selected digit was then adjusted to achieve equal intelligibility as measured at the midpoints of the psychometric functions. These digits were then assembled into eight equivalent lists of similar difficulty, ready for pilot testing. Due to low participant numbers, the pilot testing phase was not completed. Further development of this test continues as the focus of a follow-on study.},\n\tlanguage = {en},\n\turldate = {2015-12-16},\n\tauthor = {Murray, Christa Jane},\n\tyear = {2012},\n}\n\n

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\n \n\n \n \n \n \n \n Ngā Whanaketanga : minimising contradictions and maximising opportunities for teacher learning.\n \n \n \n\n\n \n Hohepa, M. K.; and Rau, C. R.\n\n\n \n\n\n\n . 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hohepa_nga_2012,\n\ttitle = {Ngā {Whanaketanga} : minimising contradictions and maximising opportunities for teacher learning},\n\tissn = {1173-6135},\n\tshorttitle = {Ngā {Whanaketanga}},\n\tabstract = {Overviews the Whanaketanga, including its development and the challenges its creators faced. Discusses implications for Māori medium teacher professional learning and development.},\n\tlanguage = {eng},\n\tauthor = {Hohepa, Margie Kahukura and Rau, Cath R.},\n\tyear = {2012},\n\tkeywords = {Education – Standards, Māori (New Zealand People) – Education, Teachers – Study And Teaching, Teachers – Training Of, Whanaketanga},\n}\n\n

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\n \n\n \n \n \n \n \n He rāngai maomao, he iti pioke : te mauri o Pūheke.\n \n \n \n\n\n \n Maclean, H.\n\n\n \n\n\n\n . 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{maclean_he_2012,\n\ttitle = {He rāngai maomao, he iti pioke : te mauri o {Pūheke}},\n\tissn = {1178-6035},\n\tshorttitle = {He rāngai maomao, he iti pioke},\n\tabstract = {Proposes a language revitalisation strategy as a way to support the Patukoraha and Te Whānau Moana hapū to reverse language shift and the decline of competent speakers and return the language to its appropriate and rightful place in the cultural and social domains as the essence of Māoritanga and integral component of cultural identity.},\n\tlanguage = {eng},\n\tauthor = {Maclean, Hohepa},\n\tyear = {2012},\n\tkeywords = {Language And Languages – Study And Teaching – Methodology, Language Maintenance, Language Policy, Māori (New Zealand People) – Language},\n}\n\n

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@article{tocker_hei_2012,\n\ttitle = {Hei oranga {Māori} i te ao hurihuri nei : living as {Māori} in the world today - an outcome of kura kaupapa {Māori}},\n\tissn = {2230-6862},\n\tshorttitle = {Hei oranga {Māori} i te ao hurihuri nei},\n\tabstract = {Interrogates the ideas about 'living as Māori' that underpin the kura kaupapa Māori objectives, and examines the tensions inherent in these aims. Relates insights via interviews with graduates from the first Auckland kura kaupapa Māori into the possibilities of 'living as Māori' in the modern world and the effectiveness of kura kaupapa Māori in providing these possibilities.},\n\tlanguage = {eng},\n\tauthor = {Tocker, Kimai},\n\tyear = {2012},\n\tkeywords = {Biculturalism, Immersion Method (Language Teaching), Kura Kaupapa Māori, Māori (New Zealand People) – Education, Māori (New Zealand People) – Ethnic Identity},\n}\n\n

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@article{spolsky_family_2012,\n\ttitle = {Family language policy – the critical domain},\n\tvolume = {33},\n\tissn = {0143-4632},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01434632.2011.638072},\n\tdoi = {10.1080/01434632.2011.638072},\n\tnumber = {1},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Spolsky, Bernard},\n\tmonth = feb,\n\tyear = {2012},\n\tpages = {3--11},\n}\n\n

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@article{liddicoat_language_2012,\n\ttitle = {Language planning and religion},\n\tvolume = {13},\n\tissn = {1466-4208},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/14664208.2012.678805},\n\tdoi = {10.1080/14664208.2012.678805},\n\tnumber = {2},\n\tjournal = {Current Issues in Language Planning},\n\tauthor = {Liddicoat, Anthony J.},\n\tmonth = may,\n\tyear = {2012},\n\tpages = {73--75},\n}\n\n

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@article{o&apos_igniting_2012,\n\ttitle = {Igniting the spark : how to achieve collective ownership of a tribal language revitalisation strategy},\n\tissn = {1178-6035},\n\tshorttitle = {Igniting the spark},\n\tabstract = {Discusses the strategies that have been used over the past 12 years to achieve collective ownership of the Kāi Tahu language revitalization effort through the tribal language strategy 'Kotahi Mano Kāika, Kotahi Mano Wawata - A thousand homes, a thousand dreams'. Looks at the challenges ahead of them as a tribe and as language communities to achieve language sustainability for their people and future generations. Notes that in identifying the challenges the author firstly looks at the wider challenge of achieving collective ownership of their tribal language revitalisation strategy and efforts, and secondly, consistent with their theme of language transformation - Whakakau he reo: how changes in language acquisition trends and language transformation has an impact on those same revitalisation efforts.},\n\tlanguage = {eng},\n\tauthor = {{O\\&Apos} and Regan, Hana},\n\tyear = {2012},\n\tkeywords = {Kāi Tahu (New Zealand People), Language Acquisition – Social Aspects, Language Maintenance, Māori (New Zealand People) – Language},\n}\n\n

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@phdthesis{pohe_whakawhanaungatanga_2012,\n\ttitle = {Whakawhanaungatanga {A}-{Reo}: {An} {Indigenous} {Grounded} {Theory} for the {Revitalization} of {Māori} {Language} {Speech} {Communities}},\n\tshorttitle = {Whakawhanaungatanga {A}-{Reo}},\n\turl = {http://researcharchive.vuw.ac.nz/xmlui/handle/10063/2561},\n\tabstract = {This study focuses on the role of adult Māori language acquisition in the revitalization of the Māori language. Māori language transmission is now primarily dependent on transmission through educational institutions. The objective of Māori language revitalization is to re-establish intergenerational language transmission. Language shift means that intergenerational language transmission of the Māori language has effectively ceased in Māori homes and communities. This means Māori once again becomes the primary language spoken in the home, neighbourhood and community domains. This is a report of a grounded study of an adult cohort of novice language learners. A group of mainly Māori who joined a Te Ataarangi total immersion programme where they were immersed in both the Māori language and the culture over a three year period. I was a participant observer of the cohort and collected data in the form of field notes and interviews on the experiences of its members. Following classical Grounded Theory Methodology (GTM) (Glaser 2002), I used constant comparative analysis of incidents to iteratively analyse the data and evolve the conceptual framework. The central finding of this study is the process of whakawhanaungatanga a-reo. I found that the shared objective in acquiring the Māori language for the cohort was to be able to use the language appropriately in ordinary communicative situations. The way their objective was met is represented in a three-stage process of whakawhanaungatanga a-reo. Whakawhanaungatanga a-reo is a process by which the cohort evolves from manene, to ako ngātahi and finally to a whānau ā-reo. At the manene stage, a novice learner is in a total immersion learning environment, their main inhibitor is whakamā. Whakamā is ameliorated by the tenet of ngākau māhaki which is an attitude of tolerance and caring propagated throughout the group. Ngākau māhaki facilitated trust relationships within the group. Ako ngātahi is the second stage of the process of whakawhanaungatanga a-reo. By the ako ngātahi stage, the Māori language was the default language of use amongst ii the class members. Building on the level of trust built between the group’s members developed at the manene stage meant that they felt comfortable enough to mahi tahi (cooperate) and interact intensively in class learning activities. These interactions were all mediated using the Māori language as the primary language of communication. Whānau a-reo is the last stage of the whakawhanaunga a-reo process. By attending wānanga with other classes, often in different regions of New Zealand, relationships between the groups continues to develop until finally the group transitions into a whānau a-reo. Learners who reach this point are confident to continue practising the language outside of the classroom environment with members of other Māori speaking communities; such learners are the basis of language revitalization.},\n\tlanguage = {en\\_NZ},\n\turldate = {2016-07-17},\n\tschool = {Victoria University of Wellington},\n\tauthor = {Pohe, Ewan James},\n\tyear = {2012},\n\tkeywords = {Intergenerational language transmission, Language acquisition, Māori language community},\n}\n\n

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@inproceedings{olsen-reeder_te_2012,\n\ttitle = {Te {Kōhanga} reo and {Te} {Ataarangi}},\n\tisbn = {978-0-9864622-4-5},\n\tbooktitle = {International {Indigenous} {Development} {Research} {Conference} 2012},\n\tauthor = {Olsen-Reeder, Vincent and Higgins, Rawinia},\n\tyear = {2012},\n\tkeywords = {Ataarangi, Kōhanga Reo, Māori Language, language community, language immersion},\n}\n\n

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@book{rangi._matamua_evaluation_2012,\n\taddress = {Wellington, NZ},\n\ttitle = {Evaluation of {Whakapiki} i te {Reo} a professional development programme for kaiako in {Level} 1 and {Level} 2 {Māori} medium settings : report to the {Ministry} of {Education}},\n\tisbn = {978-0-478-38670-7},\n\tshorttitle = {Evaluation of {Whakapiki} i te {Reo} a professional development programme for kaiako in {Level} 1 and {Level} 2 {Māori} medium settings},\n\tabstract = {This report contains findings from an analysis of a quantitative survey of 50 kaiako from selected kura, and a series of qualitative interviews with kaiako, principals and Whakapiki i te Reo (WKR) providers. This particular report is concerned with assessing the outcomes from the WKR programme, and particularly with the impact the programme is having on the reo Māori development of students, and the building of kaiako capability and kura capacity.},\n\tlanguage = {eng},\n\tpublisher = {Ministry of Education},\n\tauthor = {{Rangi. Matamua}},\n\tyear = {2012},\n\tkeywords = {Kaiako., Maori language Study and teaching., Mātauranga., Reo Māori., Teachers In-service training New Zealand Evaluation., Whakapiki i te Reo (Program) Evaluation.},\n}\n\n

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@techreport{hutchings_kia_2012,\n\ttitle = {Kia {Puāwaitia} {Ngā} {Tūmanako}. {Critical} {Issues} for {Whānau} in {Māori} {Education}},\n\tauthor = {Hutchings, Jessica and Barnes, Alex and Taupo, Katrina and Bright, Nicola and Pihama, Leonie and Lee, Jenny},\n\tyear = {2012},\n}\n\n

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\n \n\n \n \n \n \n \n Empowering voices, transforming communities.\n \n \n \n\n\n \n Ka&Apos; and Ai, T.\n\n\n \n\n\n\n . 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{ka&apos_empowering_2012,\n\ttitle = {Empowering voices, transforming communities},\n\tissn = {1178-6035},\n\tabstract = {Looks at the need for indigenous scholars to make the 'academy' both responsive and responsible to indigenous people's goals of self-determination and well-being. Introduces Te Ipukarea (the National Māori Language Institute), a construct which defies the colonial silo mentality and attitudes of universities and attracts participation and support from a range of Māori across tertiary institutions and community organisations who are motivated by Indigenous values and principles of sharing knowledge and expertise to ensure the Māori language and culture survive.},\n\tlanguage = {eng},\n\tauthor = {{Ka\\&Apos} and Ai, Tania},\n\tyear = {2012},\n\tkeywords = {Indigenous Peoples – Education, Māori (New Zealand People) – Education (Higher), Māori (New Zealand People) – Ethnic Identity, Māori (New Zealand People) – Language, Māori Language – Study And Teaching, Te Ipukarea : National Māori Language Institute},\n}\n\n

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@article{hayes_kaupapa_2012,\n\ttitle = {Kaupapa {Māori} in {New} {Zealand} {Public} {Libraries}},\n\turl = {http://researcharchive.vuw.ac.nz/handle/10063/2621},\n\tabstract = {It is nearly two decades since Tui MacDonald first studied the experience of Māori in New Zealand libraries. Since then libraries have seen many changes and embraced challenging initiatives in creating public spaces which reflect much of the biculturalism of New Zealand society. Bilingual signage has been erected, awareness and obligations to the Treaty are generally better accepted and understood, and Te Rōpū Whakahau has helped to ensure there is a growing professional Māori presence in our libraries. But is that enough? Should biculturalism not be aiming to integrate Māori values and concepts in the ideals of the organisation? Should biculturalism not reflect an equal representation of both the Pākehā (non-Māori) and the Māori worldview in the way information is organised, customers are greeted and activities are carried out in the library? This research project explores the deeper commitments to biculturalism by examining the extent to which kaupapa Māori, or Māori knowledge frameworks, value systems, and a Māori worldview form part of a wider bicultural strategy within public libraries in Aotearoa. The study highlights the bicultural achievements being made in public libraries as well as exploring the evolutionary and transformative challenges which lie ahead for the sector in striving towards an epistemological and cultural balance. Data for this research was collected using a qualitative approach involving semi-structured interviews with a selection of library leaders chosen from a purposive sample of public library services in New Zealand. The findings suggest a degree of inconsistency around the integration and understanding of kaupapa Māori concepts and practice, depending on location and demographic. They indicate that while there are personal, organisational and resource barriers to fully incorporating a kaupapa Māori, including a lack of Māori seniority within the industry, these limitations stem from political and historical roots which relate to colonialism in Aotearoa and the commitment to, and interpretation of, the Treaty of Waitangi. The results also reveal an aspiration for advancing the bicultural agenda and for exploring new paradigms for reshaping European designed public libraries in ways which integrate indigenous worldviews. As a contribution to the library and information sector body of knowledge, the subject has significance not only within New Zealand but globally, particularly in relation to the incorporation of indigenous worldviews in library design, development and delivery. Opportunities for further research include exploring Māori representation in public library management, options for altering library classification systems and collection arrangements to integrate indigenous worldviews and staff experiences of kaupapa Māori.},\n\tlanguage = {en\\_NZ},\n\turldate = {2015-12-17},\n\tauthor = {Hayes, Luqman},\n\tyear = {2012},\n}\n\n

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@book{henare_-_solomona_whakaaro_2012,\n\ttitle = {Whakaaro {Rua} - two ways of knowing : understanding how identity and culture changes when {Maori} migrate across the {Tasman} to live in {Australia}},\n\tshorttitle = {Whakaaro {Rua} - two ways of knowing},\n\turl = {http://researchdirect.westernsydney.edu.au/islandora/object/uws:14365},\n\tabstract = {This thesis is about seeking empowerment through informed reflection. It articulates changes to Maori identity and culture when whanau leave their traditional homelands in Aotearoa and move across the Tasman Sea to live in Australia. The thesis presents a community narrative derived from autoethnographic reflections, short stories and informal conversations I gathered from youth, families and community groups during individual interviews and focus groups. These storylines help to illustrate how whanau have managed to exist as Maori in another country without their tribal system close by to support the traditional and cultural way of life. The thesis also highlights how the research methods used in this study enable culturally competent practices and it endeavors to describe the self-organizing, dynamic and emerging behaviour of our Maori community. In undertaking this research and through writing the thesis I have chosen to follow a particular format. This is not to flaunt convention, but to find a position, my space, a Maori place amidst the conversations and storylines that articulate living in and between two worlds. In doing this I have sought to manage the research and writing process by having recourse to a conceptual design. The work is informed by Kaupapa Maori and Complexity theory. It is autoethnographic in style moving back and forth between an insider’s passionate perspective and an outsider’s impassive one (Van Maanen 1988) all the while I tell stories and engage in conversation about what I/we see and how this can help me/us to know how trans-Tasman migration has influenced a change in the way we practice our Maori ways of being and knowing. As the inquirer, my role is to be the facilitator of the emergent in which bicultural issues, scholarly insights, and the ‘new’ in the ‘old’ narrative unfolds. I then turn to my Tupuna, Matua Tekoteko who now becomes the kaitiaki or caretaker of this work. He holds it within for safekeeping.},\n\tlanguage = {eng},\n\tpublisher = {University of Western Sydney},\n\tauthor = {Henare - Solomona, Roseanna},\n\tyear = {2012},\n\tkeywords = {Aotearoa, Australia, Autoethnography, Culture, Emigration And Immigration, Identity, Immigrants, Maori (New Zealand people), New Zealand, Whanau},\n}\n\n

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\n \n\n \n \n \n \n \n Beyond legitimation: A tribal response to Maori Education in Aotearoa New Zealand.\n \n \n \n\n\n \n \n\n\n \n\n\n\n Australian Journal of Indigenous Education, The, 41(2): 146–155. 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_beyond_2012,\n\ttitle = {Beyond legitimation: {A} tribal response to {Maori} {Education} in {Aotearoa} {New} {Zealand}},\n\tvolume = {41},\n\tissn = {1326-0111},\n\tshorttitle = {Beyond legitimation},\n\tabstract = {This article describes an intervention strategy, initiated under the New Zealand Government's tribal partnership scheme, which promotes a culture-based/place-based approach to education in mainstream schools and early childhood centres in one tribal region. Through place-based education children are immersed in local heritage, including language and culture, landscapes, opportunities and experiences. The strategy is a tribal response to the overwhelming evidence of Maori underachievement in education in the tribal catchment. A case study is presented of a place-based/culture-based initiative called the Ngati Kahungunu Cultural Standards Project (NKCSP). It is argued that the development of cultural standards offers an opportunity by which teachers and others within the education sector can develop and incorporate practice that reflects, promotes and values the student's culture. The core assumption underpinning the project is that cultural knowledge contributes to Maori student success in education.},\n\tnumber = {2},\n\tjournal = {Australian Journal of Indigenous Education, The},\n\tyear = {2012},\n\tkeywords = {Education And State, Maori (New Zealand people)–Education, Maori (New Zealand people)–Social life and customs, Teacher-Student Relationships},\n\tpages = {146--155},\n}\n\n

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@phdthesis{te_maiharoa_ka_2012,\n\ttitle = {Kā {Puananī} o {Te} {Reo} as an {Effective} {Means} of {Te} {Reo} {Me} Ōna {Tikanga} {Enrichment} from the {Perspective} of {Tamariki} and {Whānau}},\n\turl = {https://otago.ourarchive.ac.nz/handle/10523/2420},\n\tabstract = {Whaanau and schools in Dunedin developed an innovative solution to the issue of finding quality te reo Māori teaching for fluent tamariki. Ka Puananii o te Reo, a one day a week te reo immersion class for Years 1 – 6, was launched on the 4th of February 2010 at Dunedin North Intermediate School. This research explored the Kaa Puananii o te Reo programme as a potential model of success for learning te reo Maaori. The study used ‘interviews as chats’ with 6 tamariki, 3 rangatahi and 11 whānau members. The whaanau and tamariki perspective was necessary to develop an understanding of what participants thought was a successful model for the delivery of quality te reo me ōna tikanga Māori. The goals of Ka Puananii o te Reo were: greatly increased skills in te reo Maori me ona tikanga; greater links between the tamariki and whānau across the city resulting in a new community of te reo Maori speakers; and an emerging cohort of tamariki and rangatahi as the next generation of te reo Maori speakers.},\n\turldate = {2016-01-12},\n\tschool = {University of Otago},\n\tauthor = {Te Maiharoa, Kelli},\n\tyear = {2012},\n}\n\n

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@article{zamyatin_language_2012,\n\ttitle = {From {Language} {Revival} to {Language} {Removal}? {The} {Teaching} of {Titular} {Languages} in the {National} {Republics} of {Post}- {Soviet} {Russia}},\n\tvolume = {11},\n\turl = {http://www.ecmi.de/fileadmin/downloads/publications/JEMIE/2012/Vol_2_Dezember_2012/5._JEMIE_Zamyatin.pdf},\n\tabstract = {Minority language education has been planned in post-Soviet Russia for two decades. During this period, language policy in education has shifted from compulsory to voluntary study of native languages in school. The effect of this move in policy and its relation to general trends on language education has not yet been systematically evaluated. Addressing this gap, the current article employs a quantitative method to calculate dynamics in the relative share of native language learners attending school. This study demonstrates that, after the breakdown of the Soviet Union, the significant investments by regional authorities to extend titular language teaching resulted in the provision of native language teaching to most of the titular students in some former autonomous republics, notably the Turkic republics in the Volga and Ural areas. In contrast, steps for the promotion of titular languages in the Finno-Ugric republics have had less impact on native language teaching. Throughout the two post-Soviet decades, the insufficient amount of teaching of the Finno-Ugric languages in titular republics failed to ensure the transfer of language competence to a considerable proportion of children. This failure to ensure revival of the titular languages may accelerate the language shift from minority languages towards Russian},\n\tnumber = {2},\n\tjournal = {Journal on Ethnopolitics and Minority Issues in Europe},\n\tauthor = {Zamyatin, Konstantin},\n\tyear = {2012},\n\tkeywords = {Language Revival, core of language policy, education reform, finno-ugric, has been at the, have the policies actually, in education, in russia, minority language education, national republics, republics, revived, russia, since the early 1990s, the languages, volga and ural turkic},\n\tpages = {75--102},\n}\n\n

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@article{rata_theoretical_2012,\n\ttitle = {Theoretical {Claims} and {Empirical} {Evidence} in {Maori} {Education} {Discourse}},\n\tvolume = {44},\n\tissn = {0013-1857},\n\turl = {http://www.tandfonline.com/doi/abs/10.1111/j.1469-5812.2011.00755.x},\n\tdoi = {10.1111/j.1469-5812.2011.00755.x},\n\tnumber = {10},\n\tjournal = {Educational Philosophy and Theory},\n\tauthor = {Rata, Elizabeth},\n\tmonth = jan,\n\tyear = {2012},\n\tkeywords = {critical sociology of education, empirical research, indigenous educa-, maori education, social realism, tion, voice discourse},\n\tpages = {1060--1072},\n}\n\n

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@article{hoskins_language_2012,\n\ttitle = {Language and community : building collaboration in revitalisation work - collaborative reclamation of language domains},\n\tissn = {1178-6035},\n\tshorttitle = {Language and community},\n\tabstract = {Suggests that if Māori are to effectively revitalise the language in domains that are traditionally culturally significant like that of food gathering practices, then it is essential that a strategy be developed that draws together the language experts and those with the knowledge of the cultural practice who may or may not be proficient in the language. Notes that collaboration of these two groups will enable the development of vocabulary to keep up with the changes while maintaining the traditional knowledge base and perspective. Examines possible models that draw together the specific knowledge of each field in an effort to regenerate the usage of the language in the domain from which it finds reference.},\n\tlanguage = {eng},\n\tauthor = {Hoskins, Hemi},\n\tyear = {2012},\n\tkeywords = {Language And Languages – Study And Teaching – Methodology, Language Maintenance, Māori (New Zealand People) – Language},\n}\n\n

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@book{fel_conference_language_2012,\n\taddress = {Auckland NZ},\n\ttitle = {Language endangerment in the 21st century : globalisation, technology and new media : proceedings of the {Conference} {FEL} {XVI}, 12-15 {September} 2012, {AUT} {University}, {Auckland}, {Aotearoa}/{New} {Zealand}},\n\tshorttitle = {Language endangerment in the 21st century},\n\tabstract = {Since the beginning of the present millennium unprecedented social changes have been taking place across the world driven by technology, new media and social media networking. Cultural commentaries remind us of the global diffusion of ideas and values that has become synonymous with the weakening of historical and traditional linguistic ties and their replacement by loose connections to consumerism and capitalism. Old traditions perish and new ones evolve. Any discussion and questions of technology and new media in endangered language contexts must be grounded and framed within the realities of access. Although the digital divide continues to exist, there is evidence, however, of increased access to new wireless media among endangered and minority language users.},\n\tlanguage = {eng},\n\tpublisher = {Te Ipukarea, AUT University ; Bath, England},\n\tauthor = {{FEL Conference}},\n\tyear = {2012},\n\tkeywords = {Endangered languages Congresses., Language maintenance Technological innovations Congresses., Language revival Social aspects Congresses., Maori language Congresses., Reo Māori .},\n}\n\n

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@article{bakalis_modeling_2012,\n\ttitle = {Modeling language evolution: {Aromanian}, an endangered language in {Greece}},\n\tvolume = {391},\n\turl = {http://www.sciencedirect.com/science/article/pii/S0378437112004049},\n\tabstract = {Time evolution of the relative density of speakers of an endangered language, Aromanian, which is spoken by a bilingual community in North-Western Greece, is approached theoretically by means of a two-state model and a three-state model. The same prestige and volatility parameters are used in these two models. Furthermore, a culture parameter and a second exponent are introduced in the three-state model. The parameters of each model are fitted to the current status of Aromanian, on the basis of field evidence collected by us, and the first findings about the risk of the language’s extinction are presented.},\n\tnumber = {20},\n\turldate = {2016-07-20},\n\tauthor = {Bakalis, Evangelos and Galani, Alexandra},\n\tyear = {2012},\n\tkeywords = {Dynamical systems, Language Endangerment, Social-economic systems, language competition},\n\tpages = {4963--4969},\n}\n\n

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@phdthesis{isaac-sharland_ora_2012,\n\taddress = {Palmerston North, New Zealand},\n\ttype = {Masters of {Arts}},\n\ttitle = {Ora ai te {Mana} o te {Whānau}, inā kōrero {Māori}?: {What} is the {Link} {Between} {Te} {Reo} {Māori} and {Mana} {Whānau} or {Whānau} {Empowerment}?},\n\turl = {http://mro.massey.ac.nz/handle/10179/5026},\n\tabstract = {This research project aims to ascertain whether the utilisation of te reo Maori within whanau is an empowering instrument regarding mana whanau inclusive of whanau wellbeing. It explores how immersion within the Maori language influences these whanau participants, and how this lifestyle choice contributes toward wellbeing of whanau and their sense of empowerment. Underpinned by a Kaupapa Maori approach (Smith, 1997), that utilises varying tikanga Maori concepts (Mead, 1996) as guidelines. The overall intention of this project is to provide further information which may potentially assist with attempts to examine the resilience of whanau from an individual and collective perspective. The main outcome from this study is the potential for whanau to identify that te reo Maori is a positive communication technique which enhances whanau and their whanau wellbeing; achieved by a new awareness of the positive influences facilitated by engagement in te reo Maori. This may in turn increase whanau capacity for self development. A further justification of this research is that it will further develop the total immersion Maori lifestyle evidence base, and explore linkages between the use of the Maori language and whanau wellbeing in more detail.},\n\turldate = {2016-07-29},\n\tschool = {Massey University},\n\tauthor = {Isaac-Sharland, W},\n\tyear = {2012},\n\tkeywords = {Immersion Programs, Language And Culture, Marae, Wellbeing},\n}\n\n

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@article{kheiriddin_bilingualism_2012,\n\ttitle = {Bilingualism carries benefits beyond cost},\n\tissn = {1486-8008},\n\turl = {http://news.nationalpost.com/full-comment/tasha-kheiriddin-bilingualism-carries-benefits-beyond-cost},\n\tabstract = {The reality is that bilingualism is a matter of degree, and no matter how good your knowledge of the other official language is, there are circumstances in which you would prefer to be served in your mother tongue.},\n\tlanguage = {eng},\n\tjournal = {National Post},\n\tauthor = {Kheiriddin, Tasha},\n\tyear = {2012},\n\tkeywords = {Bilingual Education, Bilingualism, Chinese Languages},\n\tpages = {A.12},\n}\n\n

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@book{tai_ahu_author_te_2012,\n\ttitle = {Te reo {Maori} as a language of {New} {Zealand} law : the attainment of civic status : [a thesis submitted to the {Victoria} {University} of {Wellington} in fulfilment of the requirements for the degree of {Master} of {Law}]},\n\tshorttitle = {Te reo {Maori} as a language of {New} {Zealand} law},\n\tabstract = {\\$\\$C series\\_note\\$\\$V Theses. Law. LL.M. (Victoria University of Wellington)},\n\tlanguage = {eng;mao},\n\tpublisher = {Thesis LLM–Victoria University of Wellington},\n\tauthor = {{Tai Ahu author}},\n\tyear = {2012},\n\tkeywords = {Language policy New Zealand., Law Language., Linguistic minorities Legal status, Maori language Legal status, New Zealand. Waitangi Tribunal, Reo Māori., etc., laws},\n}\n\n

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@article{hornberger_not_2012,\n\ttitle = {Not {Just} {Situaciones} de la {Vida} : {Professionalization} and {Indigenous} {Language} {Revitalization} in the {Andes}},\n\tvolume = {6},\n\tissn = {1931-3152},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/19313152.2012.639281},\n\tdoi = {10.1080/19313152.2012.639281},\n\tnumber = {1},\n\tjournal = {International Multilingual Research Journal},\n\tauthor = {Hornberger, Nancy H. and Swinehart, Karl F.},\n\tmonth = jan,\n\tyear = {2012},\n\tpages = {35--49},\n}\n\n

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@article{brown_restoring_2012,\n\ttitle = {Restoring {Te} {Reo} {Maori} {Means} {Listening} to {Our} {Youth}},\n\tvolume = {45},\n\turl = {http://search.proquest.com/openview/c86d24f67f76b4bbbca6c17da6c13381/1?pq-origsite=gscholar},\n\tabstract = {In the 1890s some two hundred Maori leaders petitioned Parliament to ban Te Reo Maori from schools (Ewing and Shallcrass, 1970, p. 30). This was reluctantly agreed to by Members of Parliament despite protestations from many Pakeha educators at the time. For the following three decades strong Maori representations, from outstanding Maori assimilist leader such as F.A. Bennett and the MPs James Carroll, Maui Pomare, Peter Buck and Apirana Ngata, kept the pressure on the Department of Education to prevent them recanting the wishes of Maoridom (Webster, 1998). Infact Ngata was so vociferous on the matter that he was famously quoted as saying, "that if he had to devise a curricula for native schools he would make four out of five subjects English" (Walker, 2001, p. 221).},\n\tnumber = {3},\n\turldate = {2016-02-05},\n\tjournal = {New Zealand Physical Educator},\n\tauthor = {Brown, Harko},\n\tyear = {2012},\n\tpages = {23},\n}\n\n

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@phdthesis{tangaere_te_2012,\n\ttitle = {Te {Hokinga} ki te Ūkaipō. {A} socio-cultural construction of {Māori} language development: {Kōhanga} {Reo} and home},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/13392},\n\tabstract = {There is a body of international research evidence that argues that as children learn and develop their language they are learning about and developing their perception of their socio-cultural environment. In turn as they interact within a specific context the nature of that context stimulates language. However there has been little comprehensive research carried out on the language learning practices of the children in Kōhanga Reo and in their home since the movement first began. This research explores the role that the whānau (family) plays in the construction of language development with the Kōhanga Reo child in their socio-cultural context. It critically examines the processes of language socialisation within the cultural base of Te Kōhanga Reo and in the child‘s home. The study‘s theoretical framework adopts a socio-cultural approach (Rogoff, 1995, 2003) couched within a bioecological model of whānau development (Bronfenbrenner, 1979, 2005). This framework assisted the researcher in unfolding the multi layers of social, cultural, political and spiritual influences on whānau development during the child‘s co-construction of Māori language within his/her two main settings Te Kōhanga Reo and home. From this premise a hypothesis was proposed, that the cultural base in Te Kōhanga Reo results in socio-cultural interactions (whanaungatanga) within the home and kōhanga that support the construction of language development as defined by tikanga Māori. The study examines the kaupapa (philosophy) of the Kōhanga Reo movement, its cultural base, the socio-cultural interactions that take place namely whanaungatanga, and the child‘s construction of te reo Māori (the Māori language). However discussions with whānau, recordings of the children‘s Māori language development, the cultural interactions between children and whānau soon highlighted the dynamic and passionate contribution that whānau, both home and kōhanga, make to their children‘s learning.},\n\tauthor = {Tangaere, Arapera Royal},\n\tyear = {2012},\n\tkeywords = {Day care centres, Kohanga reo, Language acquisition, Maori, Maori language, Preschool Education, Tikanga Maori, Whanau, Whanaungatanga},\n}\n\n

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@techreport{independent_maori_statutory_board_maori_2012,\n\ttitle = {The {Māori} {Plan} for {Tāmaki} {Makaurau}},\n\turl = {http://www.aucklandcouncil.govt.nz/EN/planspoliciesprojects/plansstrategies/unitaryplan/Documents/Section32report/Appendices/Appendix%203.16.4.pdf},\n\tabstract = {The IMSB’s Funding Agreement and Work Programme for 2011/2012 provided for ‘researching current Māori wellbeing in Auckland and developing the process for managing and monitoring change’. In mid 2011, after a limited competitive tender process, the IMSB commissioned Te Kotahi Research Institute, University of Waikato, to produce a scoping report, including a business case on evaluating Mana Whenua and Mataawaka Wellbeing in Tāmaki Makaurau. Māori wellbeing frameworks, Auckland Council documents and the views of Mana Whenua and Mataawaka were gathered to complete the brief. A business case and methodology, Te Toi Roa: Towards an evaluation methodology for Mana Whenua and Mataawaka concluded there was no existing Māori wellbeing model that delivered what the IMSB required. The report recommended that a Māori Wellbeing Plan for Tāmaki Makaurau be developed as a starting point. In August 2011, a request for proposals to develop a Māori Wellbeing Plan for Tāmaki Makaurau including a monitoring and evaluation framework was advertised through an open tender process. The tenders were assessed by a sub-group of IMSB members and the Board’s Secretariat. Key Findings The engagement exercise revealed a wide range of views and opinions about Māori wellbeing in Tāmaki Makaurau and the contributors to improving Māori wellbeing. In brief: • Mana Whenua and Mataawaka share many aspirations and understand the unique roles and responsibilities that they play across Tāmaki Makaurau; • Mana Whenua and Mataawaka aspirations are holistic and cross all of the four domains; • Māori values are integral to Mana Whenua and Mataawaka aspirations for the future; • Māori highlighted specific issues and concerns about Auckland Council activities; • Economic aspirations for Tāmaki Makaurau require further investigation and development; • There are opportunities to connect and participate globally; • Greater value to be placed on Māori culture, including marae and te reo; • There should be greater opportunities for Māori communities to connect with each other, and externally, to provide social cohesion; • Rangatahi aspirations generally echoed those of Mana Whenua and Mataawaka, with a particular emphasis on rangatahi leadership, Māori identity, te reo, and having a clean, green environment. In October 2011, Te Kotahi Research Institute was commissioned by the IMSB to develop the Māori Wellbeing Plan and monitoring framework. Kaa Te Rama Consultancy Ltd was also commissioned to complete a discreet project on rangatahi Māori aspirations to contribute to the overall Māori Plan. Between November 2011 and May 2012, significant engagement with Mana Whenua, Mataawaka, and rangatahi Māori was completed. This included twenty three hui with Mana Whenua and Mataawaka, and ten with rangatahi Māori. In addition, a Facebook site, an online survey and community events were also used to gather feedback from rangatahi Māori The engagement exercise revealed a wide range of views and opinions about Māori wellbeing in Tāmaki Makaurau and the contributors to improving Māori wellbeing. In brief: • Mana Whenua and Mataawaka share many aspirations and understand the unique roles and responsibilities that they play across Tāmaki Makaurau; • Mana Whenua and Mataawaka aspirations are holistic and cross all of the four domains; • Māori values are integral to Mana Whenua and Mataawaka aspirations for the future; • Māori highlighted specific issues and concerns about Auckland Council activities; • Economic aspirations for Tāmaki Makaurau require further investigation and development; • There are opportunities to connect and participate globally; • Greater value to be placed on Māori culture, including marae and te reo; • There should be greater opportunities for Māori communities to connect with each other, and externally, to provide social cohesion; • Rangatahi aspirations generally echoed those of Mana Whenua and Mataawaka, with a particular emphasis on rangatahi leadership, Māori identity, te reo, and having a clean, green environment},\n\turldate = {2016-07-17},\n\tauthor = {{Independent Māori Statutory Board}},\n\tyear = {2012},\n\tpages = {35},\n}\n\n

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\n \n\n \n \n \n \n \n He rāngai mamao he iti pioke Te Mauri o Pūheke.\n \n \n \n\n\n \n Maclean, J. H.\n\n\n \n\n\n\n Ph.D. Thesis, 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{maclean_he_2012,\n\ttitle = {He rāngai mamao he iti pioke {Te} {Mauri} o {Pūheke}},\n\tauthor = {Maclean, Joseph Hēnare},\n\tyear = {2012},\n}\n\n

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@article{stephens_language_2012,\n\ttitle = {A language for buying biscuits? {Maori} as a civic language in the modern {New} {Zealand} {Parliament}},\n\tvolume = {16},\n\tissn = {1835-0186},\n\tshorttitle = {A language for buying biscuits?},\n\turl = {http://search.informit.com.au/documentSummary;dn=615989952839710;res=IELIND},\n\tabstract = {There are two kinds of language in New Zealand: private and civic. Private language can be heard and read in the private sphere. It is the language in which conversations of all hues take place: the language of the classroom, of the reality TV show, of the church service; the raucous chatter of the sports bar, the hushed tones in the law school library. At any given hour, this kind of language can be heard, usually in English, sometimes in Maori, sometimes in other tongues, in private and in public settings. Civic language, by contrast, is the language of the enactment of state law, of government, administration, politics and the economy. This language ultimately determines the rights and obligations of New Zealand citizenship. Almost exclusively, English is the civic language of New Zealand. While Maori has remained the dominant language of the pre-eminent Maori civic realm, the marae atea, Maori has not had a civic role in the New Zealand state for over a century.},\n\tlanguage = {English},\n\tnumber = {2},\n\tjournal = {Australian Indigenous Law Review},\n\tauthor = {Stephens, Mamari and Monk, Phoebe},\n\tyear = {2012},\n\tkeywords = {Government regulation, Language, Language Policy, Language and languages–Study and teaching, MAORIS, Maori (New Zealand people), Maori language–Laws, Maori language–Social aspects, New Zealand, New Zealand. Maori Language Act 1987, New Zealand. Parliament, PARLIAMENT, regulations and rules},\n\tpages = {70--80},\n}\n\n

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\n \n\n \n \n \n \n \n \"She says that I'm good at reading\": A Case Study of Engaged Māori Beginning Readers.\n \n \n \n\n\n \n Marshall, M. A. M. A.\n\n\n \n\n\n\n Victoria University of Wellington, 2012.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{marshall_she_2012,\n\ttitle = {"{She} says that {I}'m good at reading": {A} {Case} {Study} of {Engaged} {Māori} {Beginning} {Readers}},\n\tshorttitle = {"{She} says that {I}'m good at reading"},\n\tabstract = {The impetus and reason for this study has been a desire to discover and capture the 'spark' that causes Māori children specifically, to have a love of reading, to be enthusiastic about reading and, in turn to be confident and competent beginning readers. Research in Maori education often focuses on problems of student underachievement. This study by contrast has aimed to highlight aspects of positive practice by recording the learning behaviours of a group of Maori children across two low decile primary schools, who are not only engaged in the beginning approach to reading but who are clearly motivated by and enjoying the process. This study explores the reasons why Māori children are engaged and motivated beginning readers and aims to see if it is possible to capture any of these attributes in order to support other Māori learners in becoming successful readers. The value of this research is in its potential to contribute to frameworks or initiatives that support Māori children achieving well, in this case, in the area of literacy. This study is a qualitative research under the tradition of a case study inquiry and is embedded within a Kaupapa Māori paradigm. A total of 17 participants (two literacy advisers, two teachers, six children and seven parents) were interviewed using flexibly structured interviews. The interviews were transcribed and analysed through themes that came from the data itself. Common themes from each participant group allowed for analysis in relation to the key research questions: What is the spark that causes Māori children to have a 'love of reading? What does this spark look like? What sparks Māori children into enjoying reading? And what are the factors and influences that contribute to reading engagement and motivation for Māori children? Classroom observations and video filming were also methods of data gathering in order to gain full and deep contexts of descriptive data of the children and teachers in their natural everyday classroom environment. The six children observed in this study were strongly engaged in classroom reading contexts and motivated to read. Both teachers and parents had a firm but relaxed approach to the reading experience. Strong and supportive home-school relationships with open communication were evident. Māori tikanga (practice) was incorporated naturally into planning. Teacher planning and practice was in line with best evidence for effective literacy practice. The practice of the two Pakeha teachers was in many ways consonant with Maori pedagogical approaches and this gave support to the children as Māori learners. The observations and interviews showed beginning readers who were comfortable and relaxed in their learning. They were making clear progress in reading, and approaching national norms in achievement. The 'spark' that leads children to be highly motivated readers, concentrating on reading tasks and clearly loving the process of learning to read is an intangible quality, hard to jmeasure in practice. But high levels of concentration, enjoyment of reading, and a desire to learn can be observed and recorded. All these things were seen in this study. It is possible to nurture and grow the enthusiasm, engagement and motivation that these children have if teachers demonstrate open hearts and minds in wanting to know their learners. The 'spark' or motivation in this study was also nurtured through the interconnected relationships the children had with their teachers and families and the effective teaching and learning practices displayed by the teachers. Using te reo (language) and tikanga Māori as a 'normal' part of daily practice contributed to the holistic wellbeing of the Māori children in this study, alongside strong home-school relationships. The combination of good teaching practice, good relationships and a firm but relaxed approach provides a model in action for success in supporting Maori children's beginning reading.},\n\tlanguage = {en\\_NZ},\n\tpublisher = {Victoria University of Wellington},\n\tauthor = {Marshall, Mary Ann Meri Arthur},\n\tyear = {2012},\n\tkeywords = {Education, Literacy, Maori},\n}\n\n

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@article{lee_mehemea_2012,\n\ttitle = {Mehemea ka moemoea tatou, ka taea e tatou},\n\tissn = {0110-6376},\n\tabstract = {Teachers, educators and leaders have privileged roles in responding to the educational aspirations of our Maori learners, whanau, hapu, iwi and communities. This article considers the responsibilities of this group, the amount of work they take on as individuals, and the need to work collectively and with a shared vision to achieve the aspirations of our people.},\n\tlanguage = {English},\n\tnumber = {2},\n\tjournal = {Set: Research Information for Teachers (Wellington)},\n\tauthor = {Lee, Jenny Bol Jun},\n\tyear = {2012},\n\tkeywords = {61, 8NEWZ, Curriculum development–Practice, Curriculum development–Social aspects, Educational Services, Education–New Zealand, Education–Practice, Maoris–Education, New Zealand, Teachers–Practice},\n\tpages = {37},\n}\n\n

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\n \n 2011\n \n \n (90)\n \n \n

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\n \n\n \n \n \n \n \n Diaspididae (Insecta:Hemiptera:Coccoidea).\n \n \n \n\n\n \n Manaaki Whenua-Landcare Research New Zealand Ltd., R. C.; and Henderson\n\n\n \n\n\n\n Manaaki Whenua Press, Landcare Research,, Lincoln, N.Z. :, 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{manaaki_whenua-landcare_research_new_zealand_ltd._diaspididae_2011,\n\taddress = {Lincoln, N.Z. :},\n\ttitle = {Diaspididae ({Insecta}:{Hemiptera}:{Coccoidea})},\n\tisbn = {978-0-478-34726-5},\n\tshorttitle = {Diaspididae ({Insecta}},\n\tpublisher = {Manaaki Whenua Press, Landcare Research,},\n\tauthor = {Manaaki Whenua-Landcare Research New Zealand Ltd., R. C. and {Henderson}},\n\tyear = {2011},\n}\n\n

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\n \n\n \n \n \n \n \n \n Relational Well-Being and Wealth: Maori Businesses and an Ethic of Care.\n \n \n \n \n\n\n \n Spiller, C.; Erakovic, L.; Henare, M.; and Pio, E.\n\n\n \n\n\n\n Journal of Business Ethics, 98(1): 153–169. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Relational$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{spiller_relational_2011,\n\ttitle = {Relational {Well}-{Being} and {Wealth}: {Maori} {Businesses} and an {Ethic} of {Care}},\n\tvolume = {98},\n\tissn = {0167-4544},\n\tshorttitle = {Relational {Well}-{Being} and {Wealth}},\n\turl = {https://www.researchgate.net/publication/226747091_Relational_Well-Being_and_Wealth_Maori_Businesses_and_an_Ethic_of_Care},\n\tdoi = {10.1007/s10551-010-0540-z},\n\tabstract = {Care is at the heart of the Maori values system, which calls for humans to be kaitiaki, caretakers of the mauri, the life-force, in each other and in nature. The relational Five Well-beings approach, based on four case studies of Maori businesses, demonstrates how business can create spiritual, cultural, social, environmental and economic well-being. A Well-beings approach entails praxis, which brings values and practice together with the purpose of consciously creating well-being and, in so doing, creates multi-dimensional wealth. Underlying the Well-beings approach is an ethic of care and an intrinsic stakeholder view of business.[PUBLICATION ]},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Journal of Business Ethics},\n\tauthor = {Spiller, Chellie and Erakovic, Ljiljana and Henare, Manuka and Pio, Edwina},\n\tyear = {2011},\n\tkeywords = {1220, 2410, 9130, 9179, Asia \\& the Pacific, Business Ethics, Experimental/Theoretical, Native Peoples, New Zealand, Social Responsibility, Social Trends \\& Culture, Studies, Values},\n\tpages = {153--169},\n}\n\n

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\n \n\n \n \n \n \n \n \n Exploring biliteracy in Māori medium educaton: An ethnographic perspective.\n \n \n \n \n\n\n \n Hill, R.; and May, S.\n\n\n \n\n\n\n In Ethnography and Language policy, pages 161–184. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Exploring$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@incollection{hill_exploring_2011,\n\ttitle = {Exploring biliteracy in {Māori} medium educaton: {An} ethnographic perspective},\n\turl = {https://www.academia.edu/6756496/Exploring_biliteracy_in_Maori-medium_education_An_ethnographic_perspective?auto=download},\n\tabstract = {A discussion of New Zealand's immersion and bi-lingual education sector in the wider context of Māori Language revitalisation. Ethnographic study provides a link to the micro in studay and evaluation. The sector can be seen in some respects as an example of international good practice in language revitalisation. The approach allows the voices of indigenous teachers and learners to be heard.},\n\tbooktitle = {Ethnography and {Language} policy},\n\tauthor = {Hill, Richard and May, Stephen},\n\tyear = {2011},\n\tkeywords = {Bilingualism, Biliteracy},\n\tpages = {161--184},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Cambridge Handbook of Endangered Languages.\n \n \n \n \n\n\n \n Austin, P. K.; and Sallabank, J.\n\n\n \n\n\n\n Cambridge University Press, 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{austin_cambridge_2011,\n\ttitle = {The {Cambridge} {Handbook} of {Endangered} {Languages}},\n\tisbn = {978-0-511-97598-1},\n\turl = {http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511975981},\n\tabstract = {It is generally agreed that about 7,000 languages are spoken across the world today and at least half may no longer be spoken by the end of this century. This state-of-the-art Handbook examines the reasons behind this dramatic loss of linguistic diversity, why it matters, and what can be done to document and support endangered languages. The volume is relevant not only to researchers in language endangerment, language shift and language death, but to anyone interested in the languages and cultures of the world. It is accessible to both specialists and non-specialists: researchers will find cutting-edge contributions from acknowledged experts in their fields, while students, activists and other interested readers will find a wealth of readable, yet thorough and up-to-date, information. The Handbook covers the essentials of language documentation and archiving, and also includes hands-on chapters on advocacy and support for endangered languages, development of writing systems for previously unwritten languages, education, training the next generation of researchers and activists, dictionary making, the ecology of languages, language and culture, language and society, language policy, and harnessing technology and new media in support of endangered languages.},\n\turldate = {2016-07-12},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Austin, Peter K. and Sallabank, Julia},\n\tyear = {2011},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Reversing language shift: Threatened languages and the internet.\n \n \n \n \n\n\n \n Ackermann, C.\n\n\n \n\n\n\n 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Reversing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{ackermann_reversing_2011,\n\ttitle = {Reversing language shift: {Threatened} languages and the internet},\n\turl = {https://studentportalen.uu.se/uusp-filearea-tool/download.action?nodeId=378682&toolAttachmentId=90463},\n\tabstract = {Powerpoint presentation with background on Fisher's language gradient of speakers and David Crystals symptoms of language death.},\n\tlanguage = {eng},\n\turldate = {2016-09-08},\n\tauthor = {Ackermann, Constanze},\n\tyear = {2011},\n\tkeywords = {Endangered Languages, Graded Intergenerational Disruption Scale GIDS, Language Endangerment, Language Vitality, Mārama Pū / Critical Awareness, Revitalisation, Technology, Tāwāhi, UNESCO, Uppsala University},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Te Kotahitanga: a case study of a repositioning approach to teacher professional development for culturally responsive pedagogies.\n \n \n \n\n\n \n Hynds, A.; Sleeter, C.; Hindle, R.; Savage, C.; Penetito, W.; and Meyer, L.\n\n\n \n\n\n\n Asia-Pacific Journal of Teacher Education, 39(4): 339–351. 2011.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hynds_te_2011,\n\ttitle = {Te {Kotahitanga}: a case study of a repositioning approach to teacher professional development for culturally responsive pedagogies},\n\tvolume = {39},\n\tissn = {1359-866X},\n\tshorttitle = {Te {Kotahitanga}},\n\tdoi = {10.1080/1359866X.2011.614684},\n\tabstract = {This article presents a case study of a unique New Zealand professional development programme, Te Kotahitanga, for mainstream secondary school teachers. Findings discussed are drawn from an independent evaluation of the programme across 22 secondary schools. The professional development approach attempted to reposition the relationship between teachers and Indigenous Māori students, and enhance Māori student outcomes. Interviews with 150 teachers across participating schools investigated teacher perceptions of impact on classroom practice and student outcomes across subjects. The professional development programme was associated with shifts in teachers' understandings of their positioning within classrooms and relationships with and expectations for Māori students. Results also highlight ongoing challenges in teachers' repositioning and the development of new relationship-based approaches. The implications for teaching practice and professional learning programmes and recommendations for further research are discussed.},\n\tnumber = {4},\n\tjournal = {Asia-Pacific Journal of Teacher Education},\n\tauthor = {Hynds, Anne and Sleeter, Christine and Hindle, Rawiri and Savage, Catherine and Penetito, Wally and Meyer, Luannah},\n\tyear = {2011},\n\tkeywords = {Culturally Responsive Pedagogy, Indigenous Students, Secondary Schools, Teacher professional development},\n\tpages = {339--351},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Maori Cultural Efficacy and Subjective Wellbeing: A Psychological Model and Research Agenda.\n \n \n \n\n\n \n Houkamau, C.; and Sibley, C.\n\n\n \n\n\n\n Social Indicators Research, 103(3): 379–398. 2011.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{houkamau_maori_2011,\n\ttitle = {Maori {Cultural} {Efficacy} and {Subjective} {Wellbeing}: {A} {Psychological} {Model} and {Research} {Agenda}},\n\tvolume = {103},\n\tissn = {0303-8300},\n\tshorttitle = {Maori {Cultural} {Efficacy} and {Subjective} {Wellbeing}},\n\tdoi = {10.1007/s11205-010-9705-5},\n\tabstract = {Maori, the indigenous peoples of New Zealand, experience a range of negative outcomes. Psychological models and interventions aiming to improve outcomes for Maori tend to be founded on a 'culture-as-cure' model. This view promotes cultural efficacy as a critical resilience factor that should improve outcomes for Maori. This is a founding premise of initiatives for Indigenous peoples in many nations. However, research modeling the outcomes of increased cultural efficacy for Indigenous peoples, such as Maori, remains limited. We present cross-sectional data modeling the links, and possible causal direction, between Maori cultural efficacy and active identity engagement and levels of (1) satisfaction with personal circumstances and life versus (2) satisfaction with government and the state of the nation more generally (N = 93 Maori). Our data support an opposing outcomes model in which Maori cultural efficacy predicts satisfaction with personal aspects of life, but may simultaneously decrease satisfaction with the nation and methods of governance for Maori peoples. Possible mechanisms governing these opposing effects are discussed.[PUBLICATION ]},\n\tlanguage = {eng},\n\tnumber = {3},\n\tjournal = {Social Indicators Research},\n\tauthor = {Houkamau, Carla and Sibley, Chris},\n\tyear = {2011},\n\tkeywords = {1200, 9130, 9179, Asia \\& the Pacific, Culture, Experimental/Theoretical, Native Peoples, New Zealand, Social Policy, Social Research, Studies},\n\tpages = {379--398},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Contents.\n \n \n \n \n\n\n \n Austin, P. K.; and Sallabank, J.\n\n\n \n\n\n\n In The Cambridge Handbook of Endangered Languages, of Cambridge Handbooks in Language and Linguistics. Cambridge University Press, 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Contents$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{austin_contents_2011,\n\tseries = {Cambridge {Handbooks} in {Language} and {Linguistics}},\n\ttitle = {Contents},\n\tisbn = {978-0-511-97598-1},\n\turl = {http://dx.doi.org/10.1017/CBO9780511975981},\n\tbooktitle = {The {Cambridge} {Handbook} of {Endangered} {Languages}},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Austin, Peter K. and Sallabank, Julia},\n\tyear = {2011},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Honouring the voices of the ancestors - a personal view of the effect of Māori language immersion education in Aotearoa-New Zealand.\n \n \n \n\n\n \n Mahuta, D. P. S.\n\n\n \n\n\n\n . 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{mahuta_honouring_2011,\n\ttitle = {Honouring the voices of the ancestors - a personal view of the effect of {Māori} language immersion education in {Aotearoa}-{New} {Zealand}},\n\tissn = {1178-6035},\n\tabstract = {Discusses the importance of university Māori language students being able to write their assignments, dissertations and theses not only in the Māori language, but in their own tribal dialects. Uses a case-study approach of the authors' personal experiences of primary, secondary and tertiary education, to focus specifically on the place of the authors' tribal identity and dialect in this process. Illustrates dialect through samples of work submitted for the authors BA (Hons) dissertation, MA and PhD. Demonstrates the importance of writing in the community language, when conducting research on a topic related to that community, and discusses this in terms of reflecting a commitment to the survival of that community language and to increasing the corpus of work being produced in the Māori language.},\n\tlanguage = {eng},\n\tauthor = {Mahuta, Dean Patariki Smeatham},\n\tyear = {2011},\n\tkeywords = {Immersion Method (Language Teaching), Language And Culture, Maori (New Zealand People) – Study And Teaching (Higher), Maori Language – Dialects, Maori Language – Written Maori, Māori (New Zealand People) – Education (Higher), Māori (New Zealand People) – Ethnic Identity},\n}\n\n

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\n \n\n \n \n \n \n \n \n Quality in immersion-bilingual early years education for language acquistion final report.\n \n \n \n \n\n\n \n Skerrett, M.\n\n\n \n\n\n\n University of Canterbury, Christchurch, 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Quality$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{skerrett_quality_2011,\n\taddress = {Christchurch},\n\ttitle = {Quality in immersion-bilingual early years education for language acquistion final report},\n\turl = {http://www.education.canterbury.ac.nz/research_labs/maori/Quality_in_immersion.pdf},\n\tabstract = {The literature review aims to build on existing work commissioned by the Ministry of Education (MOE) relative to issues of bilingual and immersion education in Aotearoa New Zealand (May, Hill, \\& Tiakiwai, 2006; Meade, PuhiPuhi, \\& FosterCohen, 2003; Ministry of Education, 2004). It summarises and synthesises relevant empirical work on immersion and bilingual early childhood education (ECE) and into the early years of school or what has been termed early years education (EYE)4. The review evaluates the quality of these studies; and addresses questions about how quality bilingual and immersion early childhood education relates to ‗stronglanguage foundations‘ and ‗early school success‘. Knowledge gaps worthy of future research are also noted.},\n\tlanguage = {eng},\n\turldate = {2016-07-29},\n\tpublisher = {University of Canterbury},\n\tauthor = {Skerrett, M.},\n\tyear = {2011},\n\tkeywords = {Bilingual Education, Bilingual New Zealand., Education, Language acquisition., Maori language Study and teaching (Preschool), Maori language Study and teaching Immersion method.},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ko Aotearoa Tēnei. A Report into Claims concerning New Zealand Law and Policy Affecting Māori Culture and Identity WAI262.\n \n \n \n \n\n\n \n Tribunal, W.; and Direct, L.\n\n\n \n\n\n\n of Waitangi Tribunal reportWellington, New Zealand, 2011.\n extra extra\n\n\n\n
\n\n\n\n \n \n $\"Ko$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{tribunal_ko_2011,\n\taddress = {Wellington, New Zealand},\n\tseries = {Waitangi {Tribunal} report},\n\ttitle = {Ko {Aotearoa} {Tēnei}. {A} {Report} into {Claims} concerning {New} {Zealand} {Law} and {Policy} {Affecting} {Māori} {Culture} and {Identity} {WAI262}},\n\tisbn = {978-1-86956-300-4},\n\turl = {https://forms.justice.govt.nz/search/Documents/WT/wt_DOC_68356054/KoAotearoaTeneiTT1W.pdf},\n\tabstract = {This report concerns one of the most complex and far-reaching claims ever to come before the Waitangi Tribunal. Wai 262, as it is prosaically called, is most often referred to as the indigenous flora and fauna claim, or the Māori cultural intellectual property claim. it is both of those things, but it is also much more. As readers will discover, the Wai 262 claim is really a claim about mātauranga Māori – that is, the unique Māori way of viewing the world, encompassing both traditional knowledge and culture. The claimants, in other words, are seeking to preserve their culture and identity, and the relationships that culture and identity derive from. Their concern is that control has been taken from them, by laws and policies that have allowed, for example, the haka to be used in foreign television advertisements ; tā moko being used to sell high fashion in Paris ; private companies using traditional knowledge about the properties and uses of indigenous plants and animals without acknowledgement or consent ; the dialects of individual iwi to fall into decline through lack of official support or protection ; and iwi and hapū to be denied a say in the management of fauna that they see themselves as guardians of, and denied access to the last surviving remnants of the environment in which their culture evolved. Chapter 5 covers te reo Māori},\n\tauthor = {Tribunal, Waitangi and Direct, Legislation},\n\tyear = {2011},\n\tnote = {extra extra},\n\tkeywords = {1. Treaty of Waitangi (1840). 2. Intellectual prop, Environmental protection—Government policy—New Zea, Includes bibliographical references., Ko Aotearoa tēnei : a report into claims concernin, Mana whakairo hin, New Zealand people - Claims., New Zealand. 3. Cultural property—Government policy, New Zealand. Waitangi Tribunal., Ture putaiao. reo 6. Tiriti o Waitangi. reo] I. Ti, Tānemāhuta. reo 3. Kerēme (Tiriti o Waitangi). reo, policy affecting Māori culture and identity. Te ta},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n Ka ora ngā Kōrero Hītori o Ngāti Konohi mā roto mai i ngā Mahi Whakaako Waiata i te Kapa Haka o Whāngārā-mai-tawhiti.\n \n \n \n \n\n\n \n Rangihaeata, P.\n\n\n \n\n\n\n . 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Ka$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{rangihaeata_ka_2011,\n\ttitle = {Ka ora ngā {Kōrero} {Hītori} o {Ngāti} {Konohi} mā roto mai i ngā {Mahi} {Whakaako} {Waiata} i te {Kapa} {Haka} o {Whāngārā}-mai-tawhiti},\n\turl = {http://researcharchive.vuw.ac.nz/handle/10063/1877},\n\tauthor = {Rangihaeata, PK},\n\tyear = {2011},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The Cambridge Handbook of Endangered Languages: Contents.\n \n \n \n\n\n \n Austin, P. K.; and Sallabank, J.\n\n\n \n\n\n\n 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{austin_cambridge_2011,\n\ttitle = {The {Cambridge} {Handbook} of {Endangered} {Languages}: {Contents}},\n\tisbn = {978-0-511-97598-1},\n\tshorttitle = {The {Cambridge} {Handbook} of {Endangered} {Languages}},\n\turldate = {2016-09-14},\n\tauthor = {Austin, Peter K. and Sallabank, Julia},\n\tyear = {2011},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Te manaakitanga i te whānau.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n He Muka. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_te_2011,\n\ttitle = {Te manaakitanga i te whānau},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka whakatairangatia te reo Māori i ngā kainga mā ngā mahi whakangahau me ngā kēmu ka taea e ngā whānau te mahi., Promotes the Māori language in homes through fun activities and games families can embark on.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tyear = {2011},\n\tkeywords = {Kāinga, Language Revival, Matareo, Māori (New Zealand People) – Language, Reo Māori, Whānau},\n}\n\n

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\n \n\n \n \n \n \n \n \n He manu hou ahau, he pī ka rere: The transition of Māori language immersion students to the University of Otago.\n \n \n \n \n\n\n \n Leoni, G.\n\n\n \n\n\n\n Ph.D. Thesis, 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{leoni_he_2011,\n\ttype = {Thesis},\n\ttitle = {He manu hou ahau, he pī ka rere: {The} transition of {Māori} language immersion students to the {University} of {Otago}},\n\tshorttitle = {He manu hou ahau, he pī ka rere},\n\turl = {https://ourarchive.otago.ac.nz/handle/10523/5195},\n\tabstract = {The primary objective of this thesis is to investigate the transitional experiences of graduates from Māori language immersion secondary schools to tertiary education. The thesis will show how Māori language immersion schools provide educational experiences that differ from mainstream schools and how this affects the transition of Māori language immersion education students to the University of Otago. Through the experiences of six students who attended Māori language immersion schools this thesis will explore their academic and social transition to the University of Otago. It will look at the coping mechanisms that the participants employed and the services the University provides that were utilised to help them transition into a new educational setting. This thesis will highlight the effectiveness of the University of Otago in facilitating the transition of Māori language immersion education students to the university, and where improvements could be made.},\n\turldate = {2015-12-16},\n\tauthor = {Leoni, Gianna},\n\tyear = {2011},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language revitalization discourses as metaculture: Gaelic in Scotland from the 18th to 20th centuries.\n \n \n \n \n\n\n \n McEwan-Fujita, E.\n\n\n \n\n\n\n Language & Communication, 31(1): 48–62. January 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{mcewan-fujita_language_2011,\n\ttitle = {Language revitalization discourses as metaculture: {Gaelic} in {Scotland} from the 18th to 20th centuries},\n\tvolume = {31},\n\tissn = {02715309},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0271530910000571},\n\tdoi = {10.1016/j.langcom.2010.12.001},\n\tnumber = {1},\n\tjournal = {Language \\& Communication},\n\tauthor = {McEwan-Fujita, Emily},\n\tmonth = jan,\n\tyear = {2011},\n\tpages = {48--62},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Taonga, rights and interests: some observations on WAI 262 and the framework of protections for the Maori language.\n \n \n \n \n\n\n \n Stephens, M.\n\n\n \n\n\n\n Victoria University of Wellington Law Review, 42(2): 241. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Taonga,$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{stephens_taonga_2011,\n\ttitle = {Taonga, rights and interests: some observations on {WAI} 262 and the framework of protections for the {Maori} language},\n\tvolume = {42},\n\tissn = {1171-042X},\n\tshorttitle = {Taonga, rights and interests},\n\turl = {http://www.victoria.ac.nz/law/research/publications/about-nzacl/publications/special-issues/hors-serie-volume-xiii,-2011/Stephens.pdf},\n\tlanguage = {English},\n\tnumber = {2},\n\turldate = {2016-09-08},\n\tjournal = {Victoria University of Wellington Law Review},\n\tauthor = {Stephens, Mamari},\n\tyear = {2011},\n\tkeywords = {1840, Maori language–Protection and preservation, New Zealand, New Zealand. Maori Language Act 1987, Treaty of Waitangi},\n\tpages = {241},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Promoting the Māori language to non-Māori: Evaluating the New Zealand government’s approach.\n \n \n \n \n\n\n \n De Bres, J.\n\n\n \n\n\n\n Language Policy, 10(4): 361–376. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Promoting$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{de_bres_promoting_2011,\n\ttitle = {Promoting the {Māori} language to non-{Māori}: {Evaluating} the {New} {Zealand} government’s approach},\n\tvolume = {10},\n\tshorttitle = {Promoting the {Māori} language to non-{Māori}},\n\turl = {http://link.springer.com/article/10.1007/s10993-011-9214-7},\n\tabstract = {New Zealand’s two main government Māori language planning agencies, the Māori Language Commission and the Ministry of Māori Development, have engaged for some time in language planning targeting the attitudes and behaviours of non-Māori New Zealanders towards the Māori language. This activity is undertaken on the basis that the attitudes and behaviours of majority language speakers exert an important influence on the health of minority languages. To date, however, there has been little evaluation of the effectiveness of these agencies in this area of language planning. The present article examines the official policy and relevant policy initiatives undertaken by the Māori Language Commission and the Ministry of Māori Development to promote positive attitudes and behaviours towards the Māori language among non-Māori New Zealanders. It goes on to evaluate the effectiveness of these agencies in this area, focusing both on aspects internal to the organisations and external responses to relevant policy initiatives. Based on this combined analysis, the article discusses points for improvement and potentially effective future directions for this kind of language planning in New Zealand.},\n\tnumber = {4},\n\turldate = {2015-12-01},\n\tjournal = {Language Policy},\n\tauthor = {De Bres, Julia},\n\tyear = {2011},\n\tpages = {361--376},\n}\n\n

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\n \n\n \n \n \n \n \n Supporting te reo Māori.\n \n \n \n\n\n \n University of Otago\n\n\n \n\n\n\n He Kitenga Māori. University of Otago Māori Research Highlights. 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{university_of_otago_supporting_2011,\n\ttitle = {Supporting te reo {Māori}},\n\tjournal = {He Kitenga Māori. University of Otago Māori Research Highlights},\n\tauthor = {{University of Otago}},\n\tyear = {2011},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Ngāti Porou Iwi Reo Strategy. The revitalisation of Ngāti Porou reo in the diversity of its localised variations of form as a diverse and living language of practical everyday use.\n \n \n \n \n\n\n \n Te Rūnanga o Ngāti Porou\n\n\n \n\n\n\n Technical Report 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Ngāti$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{te_runanga_o_ngati_porou_ngati_2011,\n\ttitle = {Ngāti {Porou} {Iwi} {Reo} {Strategy}. {The} revitalisation of {Ngāti} {Porou} reo in the diversity of its localised variations of form as a diverse and living language of practical everyday use.},\n\turl = {http://www.ngatiporou.com/myfiles/Te_Reo_Strategy_Paper_for_TRNP_Board_of_Trustees_Consideration.pdf},\n\tabstract = {A regional Iwi Reo Strategy is a planned approach for ensuring the survival of a regionally distinct form of reo as a living language. This is especially the case where that form of reo is an important element of Iwi identity. It is directed toward a population of speakers linked geographically within a rohe and/or culturally through whakapapa networks of an Iwi. A key objective for such a Strategy is the reestablishment of natural language transmission between adult speakers and younger generations in normal everyday environments of the home and community settings, such as marae, kura, sports, kapa haka, alongside local interests and pasttimes. This planned approach for the revitalisation of reo within the regional boundaries associated with Te Rūnanga o Ngāti Porou recognises the diversity of language use and identity well established among the chain of whānau, hapū and marae situated throughout the region. It is also keenly aware of the wide dispersal of Ngāti Porou's population through Aotearoa and the world. Having ‘a' Strategy does not imply that all communities are required to conform. Instead it identifies key priorities for action to retain existing diversity and to encourage areas of high value participation to strengthen local capacity for reo use and increase opportunities for connection of Porou descendants through their reo. This Reo Strategy outlines a plan for the most effective use of available resources and presents sound reasoning for greater investment in reo centred initiatives for Ngāti Porou},\n\tauthor = {{Te Rūnanga o Ngāti Porou}},\n\tyear = {2011},\n\tpages = {1--18},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Te Whare Tāhuhu Kōrero o Hauraki. Revitalising 'Traditional' Māori language of Hauraki.\n \n \n \n \n\n\n \n Ngāpō, K.\n\n\n \n\n\n\n Ph.D. Thesis, 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{ngapo_te_2011,\n\ttitle = {Te {Whare} {Tāhuhu} {Kōrero} o {Hauraki}. {Revitalising} '{Traditional}' {Māori} language of {Hauraki}},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/6411},\n\tabstract = {The Māori language is not confined to a single form, but rather consists of a plethora of genre. For example, there is the basic language of communication, the particular language of proverbs and utterances, unique tribal and regional dialects and the esoteric and enigmatic formal language that adds depth and dignity to Māori language discourse. However, regardless of its linguistic wealth, the recent history of the Māori language is one of decline and diminishing use. Spurred on by the increasing desperate situation of the language, many Māori language advocates worked together to establish various initiatives to revitalise and regenerate te reo Māori. For their tireless efforts, these dedicated individuals and groups should be applauded. This thesis is written in the Māori language, in support of such efforts. However, the overwhelming majority of Māori language initiatives have focused on improving the most basic forms of the language, leaving the more metaphoric and ceremonial style of language aside. Herein lies the essence of this thesis. In the context of a modern society, how are we able to maintain and restore the quality and integrity of ‘traditional' formal and ceremonial Māori language? Underpinning this thesis are my own tribal origins. The foundation of this study is situated within the peoples of Hauraki. It is upon this foundation that I hope to construct the building blocks of an institution and a philosophy, to perpetuate the formal oral traditions of the descendants of Marutūāhu and other iwi of Hauraki. This institution will be known as Te Whare Tāhuhu Kōrero o Hauraki. Within this study I will describe the establishment of Te Whare Tāhuhu Kōrero o Hauraki, discussing its vision, creation and interlinked components. It is my deep seated desire to realise the creation of Te Whare Tāhuhu Kōrero o Hauraki, my sacred house of learning, in order to open its door and herald a heartfelt cry to my kin. "Hauraki, harken the call of our ancestor to uphold our traditional treasures, hold fast to our unique ceremonial language, Hauraki, welcome to your Whare Tāhuhu Kōrero”.},\n\tauthor = {Ngāpō, Korohere},\n\tyear = {2011},\n\tkeywords = {Dialects, Hauraki District, Iwi, Maori community, Maori language, Te reo Maori},\n}\n\n

\n\n\n

\n The Māori language is not confined to a single form, but rather consists of a plethora of genre. For example, there is the basic language of communication, the particular language of proverbs and utterances, unique tribal and regional dialects and the esoteric and enigmatic formal language that adds depth and dignity to Māori language discourse. However, regardless of its linguistic wealth, the recent history of the Māori language is one of decline and diminishing use. Spurred on by the increasing desperate situation of the language, many Māori language advocates worked together to establish various initiatives to revitalise and regenerate te reo Māori. For their tireless efforts, these dedicated individuals and groups should be applauded. This thesis is written in the Māori language, in support of such efforts. However, the overwhelming majority of Māori language initiatives have focused on improving the most basic forms of the language, leaving the more metaphoric and ceremonial style of language aside. Herein lies the essence of this thesis. In the context of a modern society, how are we able to maintain and restore the quality and integrity of ‘traditional' formal and ceremonial Māori language? Underpinning this thesis are my own tribal origins. The foundation of this study is situated within the peoples of Hauraki. It is upon this foundation that I hope to construct the building blocks of an institution and a philosophy, to perpetuate the formal oral traditions of the descendants of Marutūāhu and other iwi of Hauraki. This institution will be known as Te Whare Tāhuhu Kōrero o Hauraki. Within this study I will describe the establishment of Te Whare Tāhuhu Kōrero o Hauraki, discussing its vision, creation and interlinked components. It is my deep seated desire to realise the creation of Te Whare Tāhuhu Kōrero o Hauraki, my sacred house of learning, in order to open its door and herald a heartfelt cry to my kin. \"Hauraki, harken the call of our ancestor to uphold our traditional treasures, hold fast to our unique ceremonial language, Hauraki, welcome to your Whare Tāhuhu Kōrero”.\n

\n\n\n

\n \n\n \n \n \n \n \n \n A critical analysis of the impact of colonisation on the Māori language through an examination of political theory.\n \n \n \n \n\n\n \n Anaru, N. A.\n\n\n \n\n\n\n Ph.D. Thesis, Auckland University of Technology, 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{anaru_critical_2011,\n\ttype = {Masters of {Arts}},\n\ttitle = {A critical analysis of the impact of colonisation on the {Māori} language through an examination of political theory},\n\tcopyright = {All materials on Te Taura Whiri i te reo Māori are the copyright of Te Taura Whiri i te reo Māori or are reproduced with permission from other copyright owners. All rights are reserved. The materials on this website may be retrieved and downloaded solely for personal non-commercial and/or research use. No materials may otherwise be copied, modifed, published, broadcast or otherwise distributed.},\n\turl = {http://www.tetaurawhiri.govt.nz/assets/Uploads/Research-Library/Anaru-2011-A-Critical-Analysis-of-the-Impact-of-Colonisation-on-the-Mori-Language-through-an-Examination-of-Political.pdf},\n\tabstract = {This thesis consists of two sections. In the first section the thesis will critically analyse the impact of colonisation on te reo Māori (The Māori Language). This will be achieved, in part, through an examination of the whakapapa (genealogy) of te reo Māori. This whakapapa begins in South East Asia and concludes in Aotearoa/New Zealand. An examination of the history of te reo Māori, before and after the arrival of Pākehā (New Zealander of European origins) will follow and a discussion on the impact of colonialism on the Māori language. Many aspects of colonialism are explored including: religious, political, environmental and ideological factors. In order to invigorate a language one must seek to remember it in its wholeness (Thiong'o, 2009). This section concludes with a critical discussion of the current status of te reo Māori and posits some suggestions for its regeneration and survival for future generations. The second section of this thesis will examine the epistemological, pedagogical, ontological, phenomenological, existential, ideological and critical theories of thirteen kaiariā (theorists), to provide greater analysis of the impact of colonialism on te reo Māori and Māori ideology. For example, Niccolo Machiavelli‟s theories of leadership define the rules of encounter when colonising a people. Machiavelli‟s idea that the end justifies the means is a clear example of how colonialism has been justified, without consideration of the impact on the indigenous people, in achieving the objectives of the colonising power (Goodwin \\& Machiavelli, 2003). Antonio Gramsci wrote that economic or physical force alone was not enough to ensure control by the bourgeoisie of the proletariat, but that a system that could manipulate social consciousness had to be devised by the colonising or ruling class, described by Gramsci as hegemony (Woodfin 2004). Hegemony, used as a colonising tool is invasive and attacks the fundament ideological nature of indigenous beliefs, values, and customs as well as questioning the value of indigenous languages. This thesis will provide greater understanding of the relationship between political theory and the impact on the Māori language and Māori ideology to use as a tool or a foundation for the revitalisation of te reo Māori in Aotearoa/New Zealand and possibly beyond by other groups involved in the revitalisation of their endangered languages.},\n\tlanguage = {English, Te Reo Māori},\n\tschool = {Auckland University of Technology},\n\tauthor = {Anaru, Norman Albert},\n\tyear = {2011},\n\tkeywords = {Antonio Gramsci, Austronesian Languages, Austronesians, Edward Said, First contact, Frantz Fanon, Freidrich-Engels, Genealogical history of Te Reo, George Hegel, Haunani Kay Trask, Hawaiian, Henry Glroux, Historical linguistics, Karl-Marx, Mana, Maori migration to Aotearoa New Zealand, Michel Foucault, Ngungu Wa Thiong'o, Niccolo Machiavelli, Paulo Freire, Plato, assessment of te reo Māori, capitalism, colonised institutionalisation, consciousness, government interaction, hegemony, imperialism, leadership, missionary impact, native schools act, oppression, popular culture, psychological effects, right revolution, social phenomenology, status, te reo statistics, theoretical application, tribunal recommendations, urbanisation},\n}\n\n

\n\n\n

\n This thesis consists of two sections. In the first section the thesis will critically analyse the impact of colonisation on te reo Māori (The Māori Language). This will be achieved, in part, through an examination of the whakapapa (genealogy) of te reo Māori. This whakapapa begins in South East Asia and concludes in Aotearoa/New Zealand. An examination of the history of te reo Māori, before and after the arrival of Pākehā (New Zealander of European origins) will follow and a discussion on the impact of colonialism on the Māori language. Many aspects of colonialism are explored including: religious, political, environmental and ideological factors. In order to invigorate a language one must seek to remember it in its wholeness (Thiong'o, 2009). This section concludes with a critical discussion of the current status of te reo Māori and posits some suggestions for its regeneration and survival for future generations. The second section of this thesis will examine the epistemological, pedagogical, ontological, phenomenological, existential, ideological and critical theories of thirteen kaiariā (theorists), to provide greater analysis of the impact of colonialism on te reo Māori and Māori ideology. For example, Niccolo Machiavelli‟s theories of leadership define the rules of encounter when colonising a people. Machiavelli‟s idea that the end justifies the means is a clear example of how colonialism has been justified, without consideration of the impact on the indigenous people, in achieving the objectives of the colonising power (Goodwin & Machiavelli, 2003). Antonio Gramsci wrote that economic or physical force alone was not enough to ensure control by the bourgeoisie of the proletariat, but that a system that could manipulate social consciousness had to be devised by the colonising or ruling class, described by Gramsci as hegemony (Woodfin 2004). Hegemony, used as a colonising tool is invasive and attacks the fundament ideological nature of indigenous beliefs, values, and customs as well as questioning the value of indigenous languages. This thesis will provide greater understanding of the relationship between political theory and the impact on the Māori language and Māori ideology to use as a tool or a foundation for the revitalisation of te reo Māori in Aotearoa/New Zealand and possibly beyond by other groups involved in the revitalisation of their endangered languages.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Perceptions of students and lecturers on the preservation of endangered languages.\n \n \n \n \n\n\n \n Majzub, R. M.; and Rais, M. M.\n\n\n \n\n\n\n Procedia - Social and Behavioral Sciences, 15: 1677–1683. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Perceptions$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{majzub_perceptions_2011,\n\ttitle = {Perceptions of students and lecturers on the preservation of endangered languages},\n\tvolume = {15},\n\tissn = {18770428},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S1877042811005301},\n\tdoi = {10.1016/j.sbspro.2011.03.351},\n\tjournal = {Procedia - Social and Behavioral Sciences},\n\tauthor = {Majzub, Rohaty Mohd. and Rais, Maisarah Muhammad},\n\tyear = {2011},\n\tkeywords = {endangered language, indigenous language, strategies},\n\tpages = {1677--1683},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Te tautoko a ētahi paetukutuku mō te reo Māori Impact of selected Māori websites on the Māori language.\n \n \n \n\n\n \n New Zealand. Te Puni Kōkiri\n\n\n \n\n\n\n of Pārongo ; 2011-011Te Puni Kōkiri, Wellington, NZ, 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._te_puni_kokiri_te_2011,\n\taddress = {Wellington, NZ},\n\tseries = {Pārongo ; 2011-011},\n\ttitle = {Te tautoko a ētahi paetukutuku mō te reo {Māori} {Impact} of selected {Māori} websites on the {Māori} language},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VArchived by the National Library of New Zealand., \\$\\$Cgeneral\\_note\\$\\$VTitle from PDF caption (viewed on Oct. 10, 2012)., \\$\\$Cgeneral\\_note\\$\\$VHypertext links contained in the archived instances of this title are non-functional., \\$\\$Csystem\\_note\\$\\$VMode of access: World Wide Web., \\$\\$Cseries\\_note\\$\\$VPārongo ; 2011-011.},\n\tlanguage = {eng;mao},\n\tpublisher = {Te Puni Kōkiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2011},\n\tkeywords = {Language surveys New Zealand Statistics., Maori language Revival., Pae tukutuku., Reo Māori., Web sites New Zealand.},\n}\n\n

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\n \n\n \n \n \n \n \n \n Reshaping the Mind: The Benefits of Bilingualism.\n \n \n \n \n\n\n \n Bialystok, E.\n\n\n \n\n\n\n Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 65(4): 229–235. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Reshaping$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{bialystok_reshaping_2011,\n\ttitle = {Reshaping the {Mind}: {The} {Benefits} of {Bilingualism}},\n\tvolume = {65},\n\tissn = {1196-1961},\n\tshorttitle = {Reshaping the {Mind}},\n\turl = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4341987/},\n\tdoi = {10.1037/a0025406},\n\tabstract = {Studies have shown that bilingual individuals consistently outperform their monolingual counterparts on tasks involving executive control. The present paper reviews some of the evidence for this conclusion and relates the findings to the effect of bilingualism on cognitive organisation and to conceptual issues in the structure of executive control. Evidence for the protective effect of bilingualism against Alzheimer's disease is presented with some speculation about the reason for that protection. ; Les études ont montré que les individus bilingues performent systématiquement mieux que les individus monolingues dans des tâches de contrôle exécutif. Dans le présent article, certaines données appuyant cette conclusion sont revues et mises en relation avec l'effet du bilinguisme sur l'organisation cognitive et avec d'autres questions conceptuelles quant à la structure du contrôle exécutif. Des éléments appuyant le rôle protecteur du bilinguisme sur la maladie d'Alzheimer sont présentés avec des hypothèses quant à la raison de cette protection.},\n\tlanguage = {eng},\n\tnumber = {4},\n\tjournal = {Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale},\n\tauthor = {Bialystok, Ellen},\n\tyear = {2011},\n\tkeywords = {Aging, Bilingualism, Cognitive Development, Executive Control},\n\tpages = {229--235},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The impact of colonisation on te reo Māori : a critical review of the State education system.\n \n \n \n\n\n \n Ka&Apos; and Ai-Mahuta, R.\n\n\n \n\n\n\n . 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{ka&apos_impact_2011,\n\ttitle = {The impact of colonisation on te reo {Māori} : a critical review of the {State} education system},\n\tissn = {1178-6035},\n\tshorttitle = {The impact of colonisation on te reo {Māori}},\n\tabstract = {Studies Māori language decline. Reviews, critically, the New Zealand State education system. Includes a discussion of the key events and legislation in the history of Pākehā colonisation and assimilation in Aotearoa/NZ. Forms a chronological map of the deterioration of the status of the Māori language.},\n\tlanguage = {eng},\n\tauthor = {{Ka\\&Apos} and Ai-Mahuta, Rachael},\n\tyear = {2011},\n\tkeywords = {Colonization – Influence, Language And Culture, Language And Education – Government Policy, Language Attrition, Language Maintenance, Language Revival, Māori Language},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Me Whita, Kia Whita! Hold Fast to Hasten the Blaze! The Development of an Accerlative Approach to Acquiring te Reo Māori.\n \n \n \n \n\n\n \n Gully, N.\n\n\n \n\n\n\n Ph.D. Thesis, 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Me$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{gully_me_2011,\n\ttitle = {Me {Whita}, {Kia} {Whita}! {Hold} {Fast} to {Hasten} the {Blaze}! {The} {Development} of an {Accerlative} {Approach} to {Acquiring} te {Reo} {Māori}.},\n\turl = {http://ir.canterbury.ac.nz/handle/10092/7089},\n\tabstract = {This thesis is motivated by an awareness of the key role that Māori second language adult speakers play in the regeneration of the Māori language. The study provides an analytical description of the development of pedagogical materials for a new method of teaching te reo Māori to adults called ‘Kia Whita!' (Hasten the Blaze!). ‘Kia Whita!' is designed to rapidly enhance learners' ability to communicate in te reo Māori while also developing cultural competence, knowledge and understanding. It is modelled on the Accelerative Integrated Method which was pioneered by Wendy Maxwell in Canada for the teaching of French and English to children. The study explains the theoretical foundations on which ‘Kia Whita!' is built and articulates the special cultural and linguistic considerations that steered its development. This is an applied linguistic thesis drawing on second language acquisition theory and kaupapa Māori methodology. As a result these materials are cognisant of the intertwining issues and needs around second language acquisition, culture, place and the validation of the stated materials by key Māori stakeholders balanced against the varied needs of the second language learner of Te Reo Māori. Adopting this approach to the development of ‘Kia Whita!' allows the materials to meet the high standards of effective second language pedagogy; and articulate Māori linguistic and cultural content acceptable to Māori experts while being comprehensible to learners of the language.},\n\tauthor = {Gully, Nichole},\n\tyear = {2011},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language revitalization and language pedagogy: new teaching and learning strategies.\n \n \n \n \n\n\n \n Hinton, L.\n\n\n \n\n\n\n Language and Education, 25(4): 307–318. July 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hinton_language_2011,\n\ttitle = {Language revitalization and language pedagogy: new teaching and learning strategies},\n\tvolume = {25},\n\tissn = {0950-0782},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/09500782.2011.577220},\n\tdoi = {10.1080/09500782.2011.577220},\n\tnumber = {4},\n\tjournal = {Language and Education},\n\tauthor = {Hinton, Leanne},\n\tmonth = jul,\n\tyear = {2011},\n\tpages = {307--318},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Tools and techniques for endangered-language assessment and revitalization.\n \n \n \n \n\n\n \n Dwyer, A. M.\n\n\n \n\n\n\n Vitality and Viability of Minority Languages. October 23-24 2009,1–20. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Tools$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{dwyer_tools_2011,\n\ttitle = {Tools and techniques for endangered-language assessment and revitalization},\n\turl = {https://kuscholarworks.ku.edu/handle/1808/7109},\n\tabstract = {A number of tools to assess the degree of language vitality have been developed, tested, and refined in an international collaborative context. This paper explores the uses and limits of these tools through case examples of assessment, including successful language revitalization and maintenance efforts. The significant role in linguistic and cultural maintenance that NGOs can play is discussed, particularly in the Tibetan context.},\n\tjournal = {Vitality and Viability of Minority Languages. October 23-24 2009},\n\tauthor = {Dwyer, Arienne M.},\n\tyear = {2011},\n\tkeywords = {Amdo, Degree of language vitality, Governmental language attitudes, Intergenerational disruption scale, International collaboration, Language Policy, Language materials, Linguistic and cultural maintenance, Proportion of speakers, Quality of documentation, Responses to new domains, Sanie language, Tibetan language, Tibeto-Burman languages, Trends in existing language domains, UNESCO, Wutun language, language assessment},\n\tpages = {1--20},\n}\n\n

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\n \n\n \n \n \n \n \n \n A review of research on the attitudes of non-Maori New Zealanders towards the Maori language.\n \n \n \n \n\n\n \n de Bres, J.\n\n\n \n\n\n\n New Zealand Studies in Applied Linguistics, 17(2): 5. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{de_bres_review_2011,\n\ttitle = {A review of research on the attitudes of non-{Maori} {New} {Zealanders} towards the {Maori} language},\n\tvolume = {17},\n\turl = {http://search.informit.com.au/documentSummary;dn=808517183794039;res=IELNZC},\n\tabstract = {2010 marked ten years of the New Zealand government monitoring the attitudes of New Zealanders, both Maori and non-Maori , towards the Maori language. Academic researchers have been undertaking similar research for a much longer period. This article reviews the main findings of research on attitudes towards the Maori language among non-Maori in particular since the 1980s, and considers to what extent recent government surveys show evidence of change in the attitudes of New Zealand's non-indigenous population towards the country's indigenous language. The article concludes that work undertaken to date provides us with many insights into attitudes towards the Maori language, but further research is required to determine whether and how such attitudes are changing.},\n\tnumber = {2},\n\turldate = {2015-12-01},\n\tjournal = {New Zealand Studies in Applied Linguistics},\n\tauthor = {de Bres, Julia},\n\tyear = {2011},\n\tpages = {5},\n}\n\n

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\n \n\n \n \n \n \n \n \n POLLEX-Online: The Polynesian lexicon project online.\n \n \n \n \n\n\n \n Greenhill, S. J.; and Clark, R.\n\n\n \n\n\n\n Oceanic Linguistics, 50(2): 551–559. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"POLLEX-Online:$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{greenhill_pollex-online:_2011,\n\ttitle = {{POLLEX}-{Online}: {The} {Polynesian} lexicon project online},\n\tvolume = {50},\n\tshorttitle = {{POLLEX}-{Online}},\n\turl = {http://muse.jhu.edu/journals/ol/summary/v050/50.2.greenhill.html},\n\tnumber = {2},\n\turldate = {2015-12-21},\n\tjournal = {Oceanic Linguistics},\n\tauthor = {Greenhill, Simon J. and Clark, Ross},\n\tyear = {2011},\n\tpages = {551--559},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te hua o te oke tonu kia reo Māori te tangata.\n \n \n \n \n\n\n \n Hēnare, E.\n\n\n \n\n\n\n Me Muka, 24 Spring(3): 2. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{henare_te_2011,\n\ttitle = {Te hua o te oke tonu kia reo {Māori} te tangata},\n\tvolume = {24 Spring},\n\tissn = {0114-6017},\n\turl = {http://www.tetaurawhiri.govt.nz/assets/Corporate-publications/He-Muka/2011/Putanga-24-3-Koanga-2011.pdf},\n\tabstract = {He kōrero mō te mimiti haere o te reo Māori e ai ki ngā tatauranga o te tari Tatauranga Aotearoa. He kōrero mō te take kua iti haere ngā tāngata e mōhio ana ki te reo Māori me ngā ākonga o te reo Māori. Ka tukua tētahi rongoā e te Taurawhiri hai whakaora me te whakaūora i te reo mā te whai ara kia whakatairangatia ai te wāriu, hai whakapai ake tōna āhua ki te ako. He paku kōrero anō mō Josh Fishman he Kaiariā o te whakaora i te reo., Discusses the declining health of the Māori language from the New Zealand Statistics Department statistics. Discusses the reasons for the decline in Māori language speakers and learners. Offers solutions to the rentention and revival of the language by following a path to promoting its value to make it more attractive to learn. Mentions Linguist Joshua Fishman who is an expert in language revival.},\n\tlanguage = {mao},\n\tnumber = {3},\n\tjournal = {Me Muka},\n\tauthor = {Hēnare, Erima},\n\tyear = {2011},\n\tkeywords = {Language Maintenance, Language Policy, Language Revival, Māori (New Zealand People) – Language, Reo Māori},\n\tpages = {2},\n}\n\n

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\n \n\n \n \n \n \n \n \n An Investigation into the Extent and Application of Bilingual Signage in New Zealand Public Libraries.\n \n \n \n \n\n\n \n Evans, E. R.\n\n\n \n\n\n\n . 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"An$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{evans_investigation_2011,\n\ttitle = {An {Investigation} into the {Extent} and {Application} of {Bilingual} {Signage} in {New} {Zealand} {Public} {Libraries}},\n\turl = {http://researcharchive.vuw.ac.nz/handle/10063/1725},\n\tabstract = {Bilingual signage is important both for the assistance it renders patrons as they navigate through the library, and for the statement it makes about a library‟s commitment to biculturalism. Good signage enables library users to find their way around a library and locate the information they need. Many Māori report feeling uncertain and alienated in libraries, and bilingual signage has been identified as an important component in the process of making Māori feel welcome in libraries. This study aims to discover to what extent public libraries commit to biculturalism through their bilingual signage, and how bilingual signage is displayed to alleviate library anxiety among Māori users, and as well to determine to what degree the level of signage in public libraries can be related to the proportion of Māori in the local population. A mixed methods research design has been applied to investigate the quantitative and qualitative information collected in the first phase of the research (an online survey sent to 330 public libraries throughout New Zealand), followed by the second phase of qualitative in-depth data gathering in the form of personal visits to 12 Auckland public libraries to conduct a qualitative content analysis of their signage. The findings reveal that over 50\\% of New Zealand public libraries have some form of bilingual signage, but they also show that much bilingual signage is employed at the upper level of signage rather than the deeper levels applicable to wayfinding. Practices in bilingual signage that need to be addressed are identified. Suggestions are made for further research.},\n\tlanguage = {en\\_NZ},\n\turldate = {2015-12-17},\n\tauthor = {Evans, Elizabeth Rosemary},\n\tyear = {2011},\n}\n\n

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\n \n\n \n \n \n \n \n Te Rautaki Reo ō Ngāti Awa.\n \n \n \n\n\n \n Te Rūnanga o Ngāti Awa\n\n\n \n\n\n\n Technical Report 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{te_runanga_o_ngati_awa_te_2011,\n\ttitle = {Te {Rautaki} {Reo} ō {Ngāti} {Awa}},\n\tauthor = {{Te Rūnanga o Ngāti Awa}},\n\tyear = {2011},\n}\n\n

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\n \n\n \n \n \n \n \n Māori medium teachers : getting the professional development they need.\n \n \n \n\n\n \n Marshall, M.; and Mckenzie, T.\n\n\n \n\n\n\n . 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{marshall_maori_2011,\n\ttitle = {Māori medium teachers : getting the professional development they need},\n\tissn = {1176-6662},\n\tshorttitle = {Māori medium teachers},\n\tabstract = {Uses findings from evaluation data of Māori medium teachers and literacy advisers on the usefulness and limitations of three Māori medium junior reading series commissioned by the Ministry of Education in 2007 - He Purapura, Ngā Kete Kōrero, and He Kohikohinga - to consider whether the teachers using them have had sufficient professional development (PD) to do so and whether the conditions that the teachers face in their schools were conducive to their professional knowledge about the use of the materials. Identifies issues that teachers face within Level 1, 81-100 percent immersion Māori medium settings.},\n\tlanguage = {eng},\n\tauthor = {Marshall, Meri and Mckenzie, Tabitha},\n\tyear = {2011},\n\tkeywords = {Immersion Method (Language Teaching), Language Teachers – In-Service Training, Māori Language – Study And Teaching, Reading Teachers – In-Service Training},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ask the posts of our house: Using cultural spaces to encourage quality learning in higher education.\n \n \n \n \n\n\n \n Adds, P.; Hall, M.; Higgins, R.; and Higgins, T. R.\n\n\n \n\n\n\n Teaching in Higher Education, 16(5): 541–551. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Ask$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{adds_ask_2011,\n\ttitle = {Ask the posts of our house: {Using} cultural spaces to encourage quality learning in higher education},\n\tvolume = {16},\n\tshorttitle = {Ask the posts of our house},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13562517.2011.570440},\n\tdoi = {10.1080/13562517.2011.570440},\n\tabstract = {When the Māori goddess, Hinetitama, asked the Māori god, Tāne, who her father was, he replied, ‘Uia ki ngā pou o t whare … Ask the posts of your house’. This traditional Māori (indigenous people of New Zealand) story implies a cultural teaching pedagogy that utilises the marae (a Māori building complex including a carved meeting house) as a learning and teaching tool. Marae complexes have slowly been embraced by tertiary education institutions throughout New Zealand since the early 1980s, as acknowledgement that they provide an authentic instructional space that enhances quality learning. This article considers the New Zealand university application of traditional marae-based teaching approaches and explores the transformative learning such cultural spaces can encourage. It shares how traditional Māori pedagogies are being modelled by contemporary Māori academics, and how the experiences of learning in a marae environment are perceived by their students.},\n\tnumber = {5},\n\turldate = {2015-11-24},\n\tjournal = {Teaching in Higher Education},\n\tauthor = {Adds, Peter and Hall, Meegan and Higgins, Rawinia and Higgins, Te Ripowai},\n\tyear = {2011},\n\tpages = {541--551},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Split Totara: Te Req Maori And Trans-Tasman Migration.\n \n \n \n \n\n\n \n Hamer, P.\n\n\n \n\n\n\n Te Reo, 54: 45–74. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hamer_split_2011,\n\ttitle = {The {Split} {Totara}: {Te} {Req} {Maori} {And} {Trans}-{Tasman} {Migration}},\n\tvolume = {54},\n\tshorttitle = {The {Split} {Totara}},\n\turl = {http://search.informit.com.au/documentSummary;dn=881688861924991;res=IELHSS},\n\tabstract = {The enormous growth of the Maori population in Australia since the late 1970s has coincided with the modern Maori language revival movement. The two phenomena are seldom considered together. Now that the Waitangi Tribunal has highlighted the faltering health of te reo, however, it is timely to assess what impact trans-Tasman migration is having on revival efforts. The sheer number of Maori emigrants who speak te reo suggests that emigration has played more of a role in the language's renewed decline than has been recognised. At the same time, te reo struggles in Australia, and may suffer one of the highest rates of shift of any community language. That is because practically all the factors that contribute to language shift apply to Maori in Australia. In any event, te reo Maori has now become a transnational language, which raises the question as to what if any support speakers in Australia should receive from the Government and organisations committed to maintaining the language in New Zealand. Adapted from the source document},\n\tlanguage = {eng},\n\tjournal = {Te Reo},\n\tauthor = {Hamer, Paul},\n\tyear = {2011},\n\tkeywords = {5611, Article, Australia (06350), Immigrants (34670), Language Maintenance (42950), Language Planning/Policy, Language Revitalization (43630), Language Shift (43750), New Zealand (57650), Polynesian Languages (66550), Sociolinguistics},\n\tpages = {45--74},\n}\n\n

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\n \n\n \n \n \n \n \n Reo o te Kāinga. A Ngāi Te Rangi Tribal Response to advancing Māori language in the home.\n \n \n \n\n\n \n Ormsby-Teki, T.; Timutimu, N.; and Palmer, H.\n\n\n \n\n\n\n Technical Report 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{ormsby-teki_reo_2011,\n\ttitle = {Reo o te {Kāinga}. {A} {Ngāi} {Te} {Rangi} {Tribal} {Response} to advancing {Māori} language in the home},\n\tauthor = {Ormsby-Teki, Teraania and Timutimu, Ngareta and Palmer, Hauata},\n\tyear = {2011},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Pātaka Kai Iringa o te Kupu, o te Kōrero.\n \n \n \n \n\n\n \n Higgins, R.; and Hall, M.\n\n\n \n\n\n\n He Pukenga Kōrero, 10(1): 11–16. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{higgins_te_2011,\n\ttitle = {Te {Pātaka} {Kai} {Iringa} o te {Kupu}, o te {Kōrero}},\n\tvolume = {10},\n\turl = {http://www.hepukengakorero.com/index.php/HPK/article/view/47},\n\tabstract = {Kei roto i tō tātou ao Māori he reo, he tikanga, he ahurea hōhonu, ā, ko aua kōrero kei roto i ō tātou wharenui e iri ana. I roto i ngā whare wānanga kāore tātou i te hoki atu ki aua kōrero hei kaupapa matua mō ngā akoranga i roto i ngā kura Māori. Ki te kore tātou e whakatairanga i tō tātou reo, i ā tātou tikanga hoki ka ngaro ā-moa nei, ā, ko ō tātou wharenui, ō tātou marae ka rite ki te whare taonga, ka wahangū, e kore e taea te whakakōrero i runga anō i te kore mōhio ki te reo, ki ngā tikanga rānei. Mai runga ki raro kei te pā tēnei raru ki a tātou i roto i ngā kura Māori katoa. Ko te mānuka nui mō tātou kei ngā kura Māori: Ki te ui atu tātou i ngā pou o te whare, ka mōhio anō tātou ki ngā whakautu? Ka pēhea hoki te tangata pēnei i a Hine Tītama e kore nei e mōhio ki tōna ake whakapapa me tōna ake reo engari he tohu kairangi tōna? Ki te kore tātou e whakamahia ngā pātaka iringa kōrero kāore e roa ka ngaro tō tātou pitomata, ka rite ki a Hine Tītama, ka kuhu ki rō whare ka kite, ka whakamā ka huri hei tangata kē (Hinenuitepō). Nā, mō tātou ko wai atu hoki taua tangata?},\n\tnumber = {1},\n\tjournal = {He Pukenga Kōrero},\n\tauthor = {Higgins, Rawinia and Hall, Meegan},\n\tyear = {2011},\n\tpages = {11--16},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Routledge Handbook of Applied Linguistics.\n \n \n \n \n\n\n \n Simpson, J.\n\n\n \n\n\n\n 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{simpson_routledge_2011,\n\ttitle = {The {Routledge} {Handbook} of {Applied} {Linguistics}},\n\tcopyright = {Book can be purchased},\n\tisbn = {978-0-415-49067-2},\n\turl = {https://www.routledge.com/The-Routledge-Handbook-of-Applied-Linguistics/Simpson/p/book/9780415490672},\n\tabstract = {The five sections of the volume encompass a wide range of topics from a variety of perspectives: applied linguistics in action language learning, language education language, culture and identity perspectives on language in use descriptions of language for applied linguistics. The forty-seven chapters connect knowledge about language to decision-making in the real world. The volume as a whole highlights the role of applied linguistics, which is to make insights drawn from language study relevant to such decision-making.},\n\tauthor = {Simpson, James},\n\tyear = {2011},\n\tpmid = {2659532},\n}\n\n

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\n \n\n \n \n \n \n \n \n Mā te reo 2001-2010.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n He Muka. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Mā$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_ma_2011,\n\ttitle = {Mā te reo 2001-2010},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka kōrerotia mō ngā tatauranga o te tahua o Mā te Reo i tuku atu mai i ngā tau 2001 ki 2010. Ka whakamāramatia i whea te putea o Mā te Reo i whakapau., Gives statistics on the Mā te Reo funding given out to Māori communities since 2001 to 2010. Gives information about where the Mā te Reo funding was spent.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tyear = {2011},\n\tkeywords = {Community Development, Finance, Hapori, Language Revival, Māori Language, Public, Pūtea, Reo Māori},\n}\n\n

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\n \n\n \n \n \n \n \n \n Reo o te Kainga: A Ngāi te Rangi tribal response to advancing Māori language in the home.\n \n \n \n \n\n\n \n Ormsby-Teki, T.; Timutimu, N.; Palmer, H.; Ellis, R.; and Johnston, P.\n\n\n \n\n\n\n Te Rūnanga o Ngāi te Rangi and Te Whare Wānanga o Awanuiārangi, 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Reo$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{ormsby-teki_reo_2011,\n\ttitle = {Reo o te {Kainga}: {A} {Ngāi} te {Rangi} tribal response to advancing {Māori} language in the home},\n\tshorttitle = {Reo o te {Kainga}},\n\turl = {http://www.maramatanga.ac.nz/sites/default/files/05%20RF%2014%20Web%20ready.pdf},\n\tabstract = {This research report outlines the findings from a two and a half year project dedicated to identifying ways in which to advance Te Reo Māori within the homes of Ngāi Te Rangi whānau. There were a number of objectives that supported the primary aim that focused on strengthening Ngāi Te Rangi, for example working collaboratively as a research team; building research capacity through this project with the whānau and building conscientiousness through this community action research process. Those broader objectives were met within the timeframes allocated for this research.},\n\turldate = {2016-01-12},\n\tpublisher = {Te Rūnanga o Ngāi te Rangi and Te Whare Wānanga o Awanuiārangi},\n\tauthor = {Ormsby-Teki, Teraania and Timutimu, Ngareta and Palmer, Hauata and Ellis, Riri and Johnston, Patricia},\n\tyear = {2011},\n}\n\n

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\n \n\n \n \n \n \n \n Online Māori resources and Māori initiatives for teaching and learning : current activities, successes and future directions.\n \n \n \n\n\n \n Keegan, P. J.; Keegan, T. T.; and Laws, M.\n\n\n \n\n\n\n . 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{keegan_online_2011,\n\ttitle = {Online {Māori} resources and {Māori} initiatives for teaching and learning : current activities, successes and future directions},\n\tissn = {1177-5904},\n\tshorttitle = {Online {Māori} resources and {Māori} initiatives for teaching and learning},\n\tabstract = {Provides an overview of some current Māori information communication technology (ICT) initiatives, online Māori language resources and Māori initiatives for teaching and learning. Outlines examples of key ICT and web-based resources in the Māori language and for the Māori language (for example, monolingual sites in the Māori language, bilingual/multilingual sites providing education/historic information, online dictionaries, and other computer mediated communication resources). Introduces the recent bilingual Student Online Learning and Management System called 'eWānanga', which provides a learner support service that is based on traditional educational learning models intermixed with Māori pedagogies to offer students more appropriate flexible blended learning. Discusses web/ICT resources and online learning systems based on Māori experiences in NZ. Notes gaps, areas of concern, future directions and lessons to be learnt for other indigenous groups around the world interested in both developing web/ICT resources and engaging in online learning activities.},\n\tlanguage = {eng},\n\tauthor = {Keegan, Peter J. and Keegan, Te Taka and Laws, Mark},\n\tyear = {2011},\n\tkeywords = {Computer-assisted instruction, Educational Web Sites, Indigenous Peoples – Computer Network Resources, Internet In Education, Māori (New Zealand People) – Education, Māori Language – Study And Teaching},\n}\n\n

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\n \n\n \n \n \n \n \n \n A review of indigenous second language acquisition : factors leading to proficiency in te reo Māori (the Māori language).\n \n \n \n \n\n\n \n Ratima, M.; and May, S.\n\n\n \n\n\n\n Mai Review,1–21. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{ratima_review_2011,\n\ttitle = {A review of indigenous second language acquisition : factors leading to proficiency in te reo {Māori} (the {Māori} language)},\n\tcopyright = {Downloading this article incurs a charge from the publisher},\n\tissn = {1177-5904},\n\tshorttitle = {A review of indigenous second language acquisition},\n\turl = {http://www.review.mai.ac.nz/index.php/MR/article/viewFile/412/594},\n\tabstract = {Draws on literature from Reversing Language Shift (RLS), Second Language Acquisition (SLA), and Māori and indigenous language education to identify help/hinder factors for second language (L2) proficiency development in te reo (the Māori language). Identifies ten factors each with the potential to help or hinder the development of second language Māori proficiency amongst adult learners. Proposes an adult Māori language proficiency research agenda. Aims to explore the relative importance of the 10 factors for adult learners seeking to develop proficiency in te reo.},\n\tlanguage = {eng},\n\tjournal = {Mai Review},\n\tauthor = {Ratima, Matiu and May, Stephen},\n\tyear = {2011},\n\tkeywords = {Adult Students, Māori Language – Study And Teaching, Reo Māori, Second Language Acquisition – Age Factors},\n\tpages = {1--21},\n}\n\n

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\n \n\n \n \n \n \n \n Te Rākau Whanake me Ōna Āhuatanga Angitu Hei Hopu Reo Mäori.\n \n \n \n\n\n \n Kire, A.\n\n\n \n\n\n\n Ph.D. Thesis, 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{kire_te_2011,\n\ttitle = {Te {Rākau} {Whanake} me Ōna Āhuatanga {Angitu} {Hei} {Hopu} {Reo} {Mäori}},\n\tauthor = {Kire, Andrea},\n\tyear = {2011},\n}\n\n

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\n \n\n \n \n \n \n \n Te Reo Mauriora. Te Arotakenga o te Rāngai Reo Māori me te Rautaki Reo Māori. Review of the Māori Language Sector and the Māori Language Strategy April 2011.\n \n \n \n\n\n \n Te Paepae Motuhake\n\n\n \n\n\n\n Technical Report 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{te_paepae_motuhake_te_2011,\n\ttitle = {Te {Reo} {Mauriora}. {Te} {Arotakenga} o te {Rāngai} {Reo} {Māori} me te {Rautaki} {Reo} {Māori}. {Review} of the {Māori} {Language} {Sector} and the {Māori} {Language} {Strategy} {April} 2011},\n\tauthor = {{Te Paepae Motuhake}},\n\tyear = {2011},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Reo, a language for Māori alone? An investigation into the relationship between the M��ori language and Māori identity.\n \n \n \n \n\n\n \n Ngaha, A. B.\n\n\n \n\n\n\n Ph.D. Thesis, 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{ngaha_te_2011,\n\ttitle = {Te {Reo}, a language for {Māori} alone? {An} investigation into the relationship between the {M��ori} language and {Māori} identity},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/6761},\n\tabstract = {This thesis is a sociolinguistic study that addresses the link between Māori identity and the ability to speak and understand te reo Māori (the Māori language). This study goes right to the heart of the relationship between language and identity. The international literature regarding this relationship is considerable and suggests that for many of the indigenous and minority language communities around the world, such a link is an imperative. It is a view that is also reflected in the Māori literature. As a first step this study questions that proposition and explores the views of Māori on this matter which allows us to gain insights into the ways in which Māori in the early 21st century view their language and their identity. In a second phase this study looks to explore the idea of encouraging and supporting non- Māori – those who have no Māori whakapapa (geneology) – into learning to speak te reo Māori as a means of assisting te reo revitalisation, through increasing the numbers of speakers of te reo. Understandings around the importance of te reo to Māori identity have had a huge influence on the ways in which Māori reacted to this proposition. This project is of direct relevance to Māori, who have been extremely concerned for several decades about the loss of the Māori language and its ongoing threatened status. Māori have been directly involved in measures to preserve the language both on the national stage and at local levels. More than 600 people contributed to this study and both quantitative and qualitative modes of analysis were employed at different stages of this study. The quantitative data from the survey was analysed using the SPSS1 programme. Interpretive content analysis and narrative analysis that utilised tikanga or models of Māori understandings of identity, and sociolinguistic theory exposed a number of themes that are used to illustrate the findings of this study.},\n\tauthor = {Ngaha, Arapera Bella},\n\tyear = {2011},\n\tkeywords = {Language Maintenance, Language skills, Maori, Maori identity, Maori language, Self Concept, Sociolinguistics, Te reo Maori},\n}\n\n

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\n \n\n \n \n \n \n \n Exploring biliteracy in Māori medium educaton: An ethnographic perspective.\n \n \n \n\n\n \n Hill, R.; and May, S.\n\n\n \n\n\n\n In Ethnography and Language policy. 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{hill_exploring_2011,\n\ttitle = {Exploring biliteracy in {Māori} medium educaton: {An} ethnographic perspective},\n\tbooktitle = {Ethnography and {Language} policy},\n\tauthor = {Hill, Richard and May, Stephen},\n\tyear = {2011},\n}\n\n

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@book{austin_cambridge_2011,\n\ttitle = {The {Cambridge} {Handbook} of {Endangered} {Languages}},\n\tisbn = {978-0-511-97598-1},\n\turl = {http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511975981},\n\tabstract = {It is generally agreed that about 7,000 languages are spoken across the world today and at least half may no longer be spoken by the end of this century. This state-of-the-art Handbook examines the reasons behind this dramatic loss of linguistic diversity, why it matters, and what can be done to document and support endangered languages. The volume is relevant not only to researchers in language endangerment, language shift and language death, but to anyone interested in the languages and cultures of the world. It is accessible to both specialists and non-specialists: researchers will find cutting-edge contributions from acknowledged experts in their fields, while students, activists and other interested readers will find a wealth of readable, yet thorough and up-to-date, information. The Handbook covers the essentials of language documentation and archiving, and also includes hands-on chapters on advocacy and support for endangered languages, development of writing systems for previously unwritten languages, education, training the next generation of researchers and activists, dictionary making, the ecology of languages, language and culture, language and society, language policy, and harnessing technology and new media in support of endangered languages.},\n\turldate = {2016-07-12},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Austin, Peter K. and Sallabank, Julia},\n\tyear = {2011},\n}\n\n

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\n \n\n \n \n \n \n \n \n Reversing language shift: Threatened languages and the internet.\n \n \n \n \n\n\n \n Ackermann, C.\n\n\n \n\n\n\n 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Reversing$ Https://www.google.co.nz/url?sa\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{ackermann_reversing_2011,\n\ttitle = {Reversing language shift: {Threatened} languages and the internet},\n\turl = {https://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwictrS20ezNAhUGKZQKHb78CIwQFgghMAA&url=https%3A%2F%2Fstudentportalen.uu.se%2Fuusp-filearea-tool%2Fdownload.action%3FnodeId%3D378682%26toolAttachmentId%3D90463&usg=AFQjCNGB4J_aJmDJu93kT98C90Gn8CY0uA&sig2=_znzzxh5eafSWezLSExvYw},\n\tauthor = {Ackermann, Constanze},\n\tyear = {2011},\n\tkeywords = {Endangered Languages, Graded Intergenerational Disruption Scale GIDS, Language Endangerment, Language Vitality, Mārama Pū / Critical Awareness, Revitalisation, Technology, Tāwāhi, UNESCO, Uppsala University},\n}\n\n

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@article{hynds_te_2011,\n\ttitle = {Te {Kotahitanga}: a case study of a repositioning approach to teacher professional development for culturally responsive pedagogies},\n\tvolume = {39},\n\tissn = {1359-866X},\n\tshorttitle = {Te {Kotahitanga}},\n\tdoi = {10.1080/1359866X.2011.614684},\n\tabstract = {This article presents a case study of a unique New Zealand professional development programme, Te Kotahitanga, for mainstream secondary school teachers. Findings discussed are drawn from an independent evaluation of the programme across 22 secondary schools. The professional development approach attempted to reposition the relationship between teachers and Indigenous Māori students, and enhance Māori student outcomes. Interviews with 150 teachers across participating schools investigated teacher perceptions of impact on classroom practice and student outcomes across subjects. The professional development programme was associated with shifts in teachers' understandings of their positioning within classrooms and relationships with and expectations for Māori students. Results also highlight ongoing challenges in teachers' repositioning and the development of new relationship-based approaches. The implications for teaching practice and professional learning programmes and recommendations for further research are discussed.},\n\tnumber = {4},\n\tjournal = {Asia-Pacific Journal of Teacher Education},\n\tauthor = {Hynds, Anne and Sleeter, Christine and Hindle, Rawiri and Savage, Catherine and Penetito, Wally and Meyer, Luannah},\n\tyear = {2011},\n\tkeywords = {Culturally Responsive Pedagogy, Indigenous Students, Secondary Schools, Teacher professional development},\n\tpages = {339--351},\n}\n\n

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@article{houkamau_maori_2011,\n\ttitle = {Maori {Cultural} {Efficacy} and {Subjective} {Wellbeing}: {A} {Psychological} {Model} and {Research} {Agenda}},\n\tvolume = {103},\n\tissn = {0303-8300},\n\tshorttitle = {Maori {Cultural} {Efficacy} and {Subjective} {Wellbeing}},\n\tdoi = {10.1007/s11205-010-9705-5},\n\tabstract = {Maori, the indigenous peoples of New Zealand, experience a range of negative outcomes. Psychological models and interventions aiming to improve outcomes for Maori tend to be founded on a 'culture-as-cure' model. This view promotes cultural efficacy as a critical resilience factor that should improve outcomes for Maori. This is a founding premise of initiatives for Indigenous peoples in many nations. However, research modeling the outcomes of increased cultural efficacy for Indigenous peoples, such as Maori, remains limited. We present cross-sectional data modeling the links, and possible causal direction, between Maori cultural efficacy and active identity engagement and levels of (1) satisfaction with personal circumstances and life versus (2) satisfaction with government and the state of the nation more generally (N = 93 Maori). Our data support an opposing outcomes model in which Maori cultural efficacy predicts satisfaction with personal aspects of life, but may simultaneously decrease satisfaction with the nation and methods of governance for Maori peoples. Possible mechanisms governing these opposing effects are discussed.[PUBLICATION ]},\n\tlanguage = {eng},\n\tnumber = {3},\n\tjournal = {Social Indicators Research},\n\tauthor = {Houkamau, Carla and Sibley, Chris},\n\tyear = {2011},\n\tkeywords = {1200, 9130, 9179, Asia \\& the Pacific, Culture, Experimental/Theoretical, Native Peoples, New Zealand, Social Policy, Social Research, Studies},\n\tpages = {379--398},\n}\n\n

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@incollection{austin_contents_2011,\n\tseries = {Cambridge {Handbooks} in {Language} and {Linguistics}},\n\ttitle = {Contents},\n\tisbn = {978-0-511-97598-1},\n\turl = {http://dx.doi.org/10.1017/CBO9780511975981},\n\tbooktitle = {The {Cambridge} {Handbook} of {Endangered} {Languages}},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Austin, Peter K. and Sallabank, Julia},\n\tyear = {2011},\n}\n\n

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@article{mahuta_honouring_2011,\n\ttitle = {Honouring the voices of the ancestors - a personal view of the effect of {Māori} language immersion education in {Aotearoa}-{New} {Zealand}},\n\tissn = {1178-6035},\n\tabstract = {Discusses the importance of university Māori language students being able to write their assignments, dissertations and theses not only in the Māori language, but in their own tribal dialects. Uses a case-study approach of the authors' personal experiences of primary, secondary and tertiary education, to focus specifically on the place of the authors' tribal identity and dialect in this process. Illustrates dialect through samples of work submitted for the authors BA (Hons) dissertation, MA and PhD. Demonstrates the importance of writing in the community language, when conducting research on a topic related to that community, and discusses this in terms of reflecting a commitment to the survival of that community language and to increasing the corpus of work being produced in the Māori language.},\n\tlanguage = {eng},\n\tauthor = {Mahuta, Dean Patariki Smeatham},\n\tyear = {2011},\n\tkeywords = {Immersion Method (Language Teaching), Language And Culture, Maori (New Zealand People) – Study And Teaching (Higher), Maori Language – Dialects, Maori Language – Written Maori, Māori (New Zealand People) – Education (Higher), Māori (New Zealand People) – Ethnic Identity},\n}\n\n

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@book{skerrett_quality_2011,\n\taddress = {Christchurch},\n\ttitle = {Quality in immersion-bilingual early years education for language acquistion final report},\n\turl = {http://www.education.canterbury.ac.nz/research_labs/maori/Quality_in_immersion.pdf},\n\tabstract = {The literature review aims to build on existing work commissioned by the Ministry of Education (MOE) relative to issues of bilingual and immersion education in Aotearoa New Zealand (May, Hill, \\& Tiakiwai, 2006; Meade, PuhiPuhi, \\& FosterCohen, 2003; Ministry of Education, 2004). It summarises and synthesises relevant empirical work on immersion and bilingual early childhood education (ECE) and into the early years of school or what has been termed early years education (EYE)4. The review evaluates the quality of these studies; and addresses questions about how quality bilingual and immersion early childhood education relates to ‗stronglanguage foundations‘ and ‗early school success‘. Knowledge gaps worthy of future research are also noted.},\n\tlanguage = {eng},\n\turldate = {2016-07-29},\n\tpublisher = {University of Canterbury},\n\tauthor = {Skerrett, M.},\n\tyear = {2011},\n\tkeywords = {Bilingual Education, Bilingual New Zealand., Education, Language acquisition., Maori language Study and teaching (Preschool), Maori language Study and teaching Immersion method.},\n}\n\n

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@book{tribunal_ko_2011,\n\taddress = {Wellington, New Zealand},\n\tseries = {Waitangi {Tribunal} report},\n\ttitle = {Ko {Aotearoa} {Tēnei}. {A} {Report} into {Claims} concerning {New} {Zealand} {Law} and {Policy} {Affecting} {Māori} {Culture} and {Identity} {WAI262}},\n\tisbn = {978-1-86956-300-4},\n\turl = {https://forms.justice.govt.nz/search/Documents/WT/wt_DOC_68356054/KoAotearoaTeneiTT1W.pdf},\n\tabstract = {This report concerns one of the most complex and far-reaching claims ever to come before the Waitangi Tribunal. Wai 262, as it is prosaically called, is most often referred to as the indigenous flora and fauna claim, or the Māori cultural intellectual property claim. it is both of those things, but it is also much more. As readers will discover, the Wai 262 claim is really a claim about mātauranga Māori – that is, the unique Māori way of viewing the world, encompassing both traditional knowledge and culture. The claimants, in other words, are seeking to preserve their culture and identity, and the relationships that culture and identity derive from. Their concern is that control has been taken from them, by laws and policies that have allowed, for example, the haka to be used in foreign television advertisements ; tā moko being used to sell high fashion in Paris ; private companies using traditional knowledge about the properties and uses of indigenous plants and animals without acknowledgement or consent ; the dialects of individual iwi to fall into decline through lack of official support or protection ; and iwi and hapū to be denied a say in the management of fauna that they see themselves as guardians of, and denied access to the last surviving remnants of the environment in which their culture evolved. Chapter 5 covers te reo Māori},\n\tauthor = {Tribunal, Waitangi and Direct, Legislation},\n\tyear = {2011},\n\tnote = {extra extra},\n\tkeywords = {1. Treaty of Waitangi (1840). 2. Intellectual prop, Environmental protection—Government policy—New Zea, Includes bibliographical references., Ko Aotearoa tēnei : a report into claims concernin, Mana whakairo hin, New Zealand people - Claims., New Zealand. 3. Cultural property—Government policy, New Zealand. Waitangi Tribunal., Ture putaiao. reo 6. Tiriti o Waitangi. reo] I. Ti, Tānemāhuta. reo 3. Kerēme (Tiriti o Waitangi). reo, policy affecting Māori culture and identity. Te ta},\n}\n\n

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@article{rangihaeata_ka_2011,\n\ttitle = {Ka ora ngā {Kōrero} {Hītori} o {Ngāti} {Konohi} mā roto mai i ngā {Mahi} {Whakaako} {Waiata} i te {Kapa} {Haka} o {Whāngārā}-mai-tawhiti},\n\turl = {http://researcharchive.vuw.ac.nz/handle/10063/1877},\n\tauthor = {Rangihaeata, PK},\n\tyear = {2011},\n}\n\n

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@article{noauthor_te_2011,\n\ttitle = {Te manaakitanga i te whānau},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka whakatairangatia te reo Māori i ngā kainga mā ngā mahi whakangahau me ngā kēmu ka taea e ngā whānau te mahi., Promotes the Māori language in homes through fun activities and games families can embark on.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tyear = {2011},\n\tkeywords = {Kāinga, Language Revival, Matareo, Māori (New Zealand People) – Language, Reo Māori, Whānau},\n}\n\n

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@phdthesis{leoni_he_2011,\n\ttype = {Thesis},\n\ttitle = {He manu hou ahau, he pī ka rere: {The} transition of {Māori} language immersion students to the {University} of {Otago}},\n\tshorttitle = {He manu hou ahau, he pī ka rere},\n\turl = {https://ourarchive.otago.ac.nz/handle/10523/5195},\n\tabstract = {The primary objective of this thesis is to investigate the transitional experiences of graduates from Māori language immersion secondary schools to tertiary education. The thesis will show how Māori language immersion schools provide educational experiences that differ from mainstream schools and how this affects the transition of Māori language immersion education students to the University of Otago. Through the experiences of six students who attended Māori language immersion schools this thesis will explore their academic and social transition to the University of Otago. It will look at the coping mechanisms that the participants employed and the services the University provides that were utilised to help them transition into a new educational setting. This thesis will highlight the effectiveness of the University of Otago in facilitating the transition of Māori language immersion education students to the university, and where improvements could be made.},\n\turldate = {2015-12-16},\n\tauthor = {Leoni, Gianna},\n\tyear = {2011},\n}\n\n

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@article{mcewan-fujita_language_2011,\n\ttitle = {Language revitalization discourses as metaculture: {Gaelic} in {Scotland} from the 18th to 20th centuries},\n\tvolume = {31},\n\tissn = {02715309},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0271530910000571},\n\tdoi = {10.1016/j.langcom.2010.12.001},\n\tnumber = {1},\n\tjournal = {Language \\& Communication},\n\tauthor = {McEwan-Fujita, Emily},\n\tmonth = jan,\n\tyear = {2011},\n\tpages = {48--62},\n}\n\n

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\n \n\n \n \n \n \n \n Taonga, rights and interests: some observations on WAI 262 and the framework of protections for the Maori language.\n \n \n \n\n\n \n Stephens, M.\n\n\n \n\n\n\n Victoria University of Wellington Law Review, 42(2): 241. 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{stephens_taonga_2011,\n\ttitle = {Taonga, rights and interests: some observations on {WAI} 262 and the framework of protections for the {Maori} language},\n\tvolume = {42},\n\tissn = {1171-042X},\n\tshorttitle = {Taonga, rights and interests},\n\tlanguage = {English},\n\tnumber = {2},\n\tjournal = {Victoria University of Wellington Law Review},\n\tauthor = {Stephens, Mamari},\n\tyear = {2011},\n\tkeywords = {1840, Maori language–Protection and preservation, New Zealand, New Zealand. Maori Language Act 1987, Treaty of Waitangi},\n\tpages = {241},\n}\n\n

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@article{de_bres_promoting_2011,\n\ttitle = {Promoting the {Māori} language to non-{Māori}: {Evaluating} the {New} {Zealand} government’s approach},\n\tvolume = {10},\n\tshorttitle = {Promoting the {Māori} language to non-{Māori}},\n\turl = {http://link.springer.com/article/10.1007/s10993-011-9214-7},\n\tabstract = {New Zealand’s two main government Māori language planning agencies, the Māori Language Commission and the Ministry of Māori Development, have engaged for some time in language planning targeting the attitudes and behaviours of non-Māori New Zealanders towards the Māori language. This activity is undertaken on the basis that the attitudes and behaviours of majority language speakers exert an important influence on the health of minority languages. To date, however, there has been little evaluation of the effectiveness of these agencies in this area of language planning. The present article examines the official policy and relevant policy initiatives undertaken by the Māori Language Commission and the Ministry of Māori Development to promote positive attitudes and behaviours towards the Māori language among non-Māori New Zealanders. It goes on to evaluate the effectiveness of these agencies in this area, focusing both on aspects internal to the organisations and external responses to relevant policy initiatives. Based on this combined analysis, the article discusses points for improvement and potentially effective future directions for this kind of language planning in New Zealand.},\n\tnumber = {4},\n\turldate = {2015-12-01},\n\tjournal = {Language Policy},\n\tauthor = {De Bres, Julia},\n\tyear = {2011},\n\tpages = {361--376},\n}\n\n

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@article{university_of_otago_supporting_2011,\n\ttitle = {Supporting te reo {Māori}},\n\tjournal = {He Kitenga Māori. University of Otago Māori Research Highlights},\n\tauthor = {{University of Otago}},\n\tyear = {2011},\n}\n\n

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@techreport{te_runanga_o_ngati_porou_ngati_2011,\n\ttitle = {Ngāti {Porou} {Iwi} {Reo} {Strategy}. {The} revitalisation of {Ngāti} {Porou} reo in the diversity of its localised variations of form as a diverse and living language of practical everyday use.},\n\turl = {http://www.ngatiporou.com/myfiles/Te_Reo_Strategy_Paper_for_TRNP_Board_of_Trustees_Consideration.pdf},\n\tabstract = {A regional Iwi Reo Strategy is a planned approach for ensuring the survival of a regionally distinct form of reo as a living language. This is especially the case where that form of reo is an important element of Iwi identity. It is directed toward a population of speakers linked geographically within a rohe and/or culturally through whakapapa networks of an Iwi. A key objective for such a Strategy is the reestablishment of natural language transmission between adult speakers and younger generations in normal everyday environments of the home and community settings, such as marae, kura, sports, kapa haka, alongside local interests and pasttimes. This planned approach for the revitalisation of reo within the regional boundaries associated with Te Rūnanga o Ngāti Porou recognises the diversity of language use and identity well established among the chain of whānau, hapū and marae situated throughout the region. It is also keenly aware of the wide dispersal of Ngāti Porou's population through Aotearoa and the world. Having ‘a' Strategy does not imply that all communities are required to conform. Instead it identifies key priorities for action to retain existing diversity and to encourage areas of high value participation to strengthen local capacity for reo use and increase opportunities for connection of Porou descendants through their reo. This Reo Strategy outlines a plan for the most effective use of available resources and presents sound reasoning for greater investment in reo centred initiatives for Ngāti Porou},\n\tauthor = {{Te Rūnanga o Ngāti Porou}},\n\tyear = {2011},\n\tpages = {1--18},\n}\n\n

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\n \n\n \n \n \n \n \n Relational Well-Being and Wealth: Maori Businesses and an Ethic of Care.\n \n \n \n\n\n \n Spiller, C.; Erakovic, L.; Henare, M.; and Pio, E.\n\n\n \n\n\n\n Journal of Business Ethics, 98(1): 153–169. 2011.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{spiller_relational_2011,\n\ttitle = {Relational {Well}-{Being} and {Wealth}: {Maori} {Businesses} and an {Ethic} of {Care}},\n\tvolume = {98},\n\tissn = {0167-4544},\n\tshorttitle = {Relational {Well}-{Being} and {Wealth}},\n\tdoi = {10.1007/s10551-010-0540-z},\n\tabstract = {Care is at the heart of the Maori values system, which calls for humans to be kaitiaki, caretakers of the mauri, the life-force, in each other and in nature. The relational Five Well-beings approach, based on four case studies of Maori businesses, demonstrates how business can create spiritual, cultural, social, environmental and economic well-being. A Well-beings approach entails praxis, which brings values and practice together with the purpose of consciously creating well-being and, in so doing, creates multi-dimensional wealth. Underlying the Well-beings approach is an ethic of care and an intrinsic stakeholder view of business.[PUBLICATION ]},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Journal of Business Ethics},\n\tauthor = {Spiller, Chellie and Erakovic, Ljiljana and Henare, Manuka and Pio, Edwina},\n\tyear = {2011},\n\tkeywords = {1220, 2410, 9130, 9179, Asia \\& the Pacific, Business Ethics, Experimental/Theoretical, Native Peoples, New Zealand, Social Responsibility, Social Trends \\& Culture, Studies, Values},\n\tpages = {153--169},\n}\n\n

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\n \n\n \n \n \n \n \n A critical analysis of the impact of colonisation on the Māori language through an examination of political theory.\n \n \n \n\n\n \n Anaru, N. A.\n\n\n \n\n\n\n Ph.D. Thesis, Auckland University of Technology, 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{anaru_critical_2011,\n\ttype = {Masters of {Arts}},\n\ttitle = {A critical analysis of the impact of colonisation on the {Māori} language through an examination of political theory},\n\tcopyright = {All materials on Te Taura Whiri i te reo Māori are the copyright of Te Taura Whiri i te reo Māori or are reproduced with permission from other copyright owners. All rights are reserved. The materials on this website may be retrieved and downloaded solely for personal non-commercial and/or research use. No materials may otherwise be copied, modifed, published, broadcast or otherwise distributed.},\n\tabstract = {This thesis consists of two sections. In the first section the thesis will critically analyse the impact of colonisation on te reo Māori (The Māori Language). This will be achieved, in part, through an examination of the whakapapa (genealogy) of te reo Māori. This whakapapa begins in South East Asia and concludes in Aotearoa/New Zealand. An examination of the history of te reo Māori, before and after the arrival of Pākehā (New Zealander of European origins) will follow and a discussion on the impact of colonialism on the Māori language. Many aspects of colonialism are explored including: religious, political, environmental and ideological factors. In order to invigorate a language one must seek to remember it in its wholeness (Thiong'o, 2009). This section concludes with a critical discussion of the current status of te reo Māori and posits some suggestions for its regeneration and survival for future generations. The second section of this thesis will examine the epistemological, pedagogical, ontological, phenomenological, existential, ideological and critical theories of thirteen kaiariā (theorists), to provide greater analysis of the impact of colonialism on te reo Māori and Māori ideology. For example, Niccolo Machiavelli‟s theories of leadership define the rules of encounter when colonising a people. Machiavelli‟s idea that the end justifies the means is a clear example of how colonialism has been justified, without consideration of the impact on the indigenous people, in achieving the objectives of the colonising power (Goodwin \\& Machiavelli, 2003). Antonio Gramsci wrote that economic or physical force alone was not enough to ensure control by the bourgeoisie of the proletariat, but that a system that could manipulate social consciousness had to be devised by the colonising or ruling class, described by Gramsci as hegemony (Woodfin 2004). Hegemony, used as a colonising tool is invasive and attacks the fundament ideological nature of indigenous beliefs, values, and customs as well as questioning the value of indigenous languages. This thesis will provide greater understanding of the relationship between political theory and the impact on the Māori language and Māori ideology to use as a tool or a foundation for the revitalisation of te reo Māori in Aotearoa/New Zealand and possibly beyond by other groups involved in the revitalisation of their endangered languages.},\n\tlanguage = {English, Te Reo Māori},\n\tschool = {Auckland University of Technology},\n\tauthor = {Anaru, Norman Albert},\n\tyear = {2011},\n\tkeywords = {Antonio Gramsci, Austronesian Languages, Austronesians, Edward Said, First contact, Frantz Fanon, Freidrich-Engels, Genealogical history of Te Reo, George Hegel, Haunani Kay Trask, Hawaiian, Henry Glroux, Historical linguistics, Karl-Marx, Mana, Maori migration to Aotearoa New Zealand, Michel Foucault, Ngungu Wa Thiong'o, Niccolo Machiavelli, Paulo Freire, Plato, assessment of te reo Māori, capitalism, colonised institutionalisation, consciousness, government interaction, hegemony, imperialism, leadership, missionary impact, native schools act, oppression, popular culture, psychological effects, right revolution, social phenomenology, status, te reo statistics, theoretical application, tribunal recommendations, urbanisation},\n}\n\n

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@book{new_zealand._te_puni_kokiri_te_2011,\n\taddress = {Wellington, NZ},\n\tseries = {Pārongo ; 2011-011},\n\ttitle = {Te tautoko a ētahi paetukutuku mō te reo {Māori} {Impact} of selected {Māori} websites on the {Māori} language},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VArchived by the National Library of New Zealand., \\$\\$Cgeneral\\_note\\$\\$VTitle from PDF caption (viewed on Oct. 10, 2012)., \\$\\$Cgeneral\\_note\\$\\$VHypertext links contained in the archived instances of this title are non-functional., \\$\\$Csystem\\_note\\$\\$VMode of access: World Wide Web., \\$\\$Cseries\\_note\\$\\$VPārongo ; 2011-011.},\n\tlanguage = {eng;mao},\n\tpublisher = {Te Puni Kōkiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2011},\n\tkeywords = {Language surveys New Zealand Statistics., Maori language Revival., Pae tukutuku., Reo Māori., Web sites New Zealand.},\n}\n\n

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@article{majzub_perceptions_2011,\n\ttitle = {Perceptions of students and lecturers on the preservation of endangered languages},\n\tvolume = {15},\n\tissn = {18770428},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S1877042811005301},\n\tdoi = {10.1016/j.sbspro.2011.03.351},\n\tjournal = {Procedia - Social and Behavioral Sciences},\n\tauthor = {Majzub, Rohaty Mohd. and Rais, Maisarah Muhammad},\n\tyear = {2011},\n\tkeywords = {endangered language, indigenous language, strategies},\n\tpages = {1677--1683},\n}\n\n

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\n \n\n \n \n \n \n \n Reshaping the Mind: The Benefits of Bilingualism.\n \n \n \n\n\n \n Bialystok, E.\n\n\n \n\n\n\n Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 65(4): 229–235. 2011.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{bialystok_reshaping_2011,\n\ttitle = {Reshaping the {Mind}: {The} {Benefits} of {Bilingualism}},\n\tvolume = {65},\n\tissn = {1196-1961},\n\tshorttitle = {Reshaping the {Mind}},\n\tdoi = {10.1037/a0025406},\n\tabstract = {Studies have shown that bilingual individuals consistently outperform their monolingual counterparts on tasks involving executive control. The present paper reviews some of the evidence for this conclusion and relates the findings to the effect of bilingualism on cognitive organisation and to conceptual issues in the structure of executive control. Evidence for the protective effect of bilingualism against Alzheimer's disease is presented with some speculation about the reason for that protection. ; Les études ont montré que les individus bilingues performent systématiquement mieux que les individus monolingues dans des tâches de contrôle exécutif. Dans le présent article, certaines données appuyant cette conclusion sont revues et mises en relation avec l'effet du bilinguisme sur l'organisation cognitive et avec d'autres questions conceptuelles quant à la structure du contrôle exécutif. Des éléments appuyant le rôle protecteur du bilinguisme sur la maladie d'Alzheimer sont présentés avec des hypothèses quant à la raison de cette protection.},\n\tlanguage = {eng},\n\tnumber = {4},\n\tjournal = {Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale},\n\tauthor = {Bialystok, Ellen},\n\tyear = {2011},\n\tkeywords = {Aging, Bilingualism, Cognitive Development, Executive Control},\n\tpages = {229--235},\n}\n\n

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@article{ka&apos_impact_2011,\n\ttitle = {The impact of colonisation on te reo {Māori} : a critical review of the {State} education system},\n\tissn = {1178-6035},\n\tshorttitle = {The impact of colonisation on te reo {Māori}},\n\tabstract = {Studies Māori language decline. Reviews, critically, the New Zealand State education system. Includes a discussion of the key events and legislation in the history of Pākehā colonisation and assimilation in Aotearoa/NZ. Forms a chronological map of the deterioration of the status of the Māori language.},\n\tlanguage = {eng},\n\tauthor = {{Ka\\&Apos} and Ai-Mahuta, Rachael},\n\tyear = {2011},\n\tkeywords = {Colonization – Influence, Language And Culture, Language And Education – Government Policy, Language Attrition, Language Maintenance, Language Revival, Māori Language},\n}\n\n

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@phdthesis{gully_me_2011,\n\ttitle = {Me {Whita}, {Kia} {Whita}! {Hold} {Fast} to {Hasten} the {Blaze}! {The} {Development} of an {Accerlative} {Approach} to {Acquiring} te {Reo} {Māori}.},\n\turl = {http://ir.canterbury.ac.nz/handle/10092/7089},\n\tabstract = {This thesis is motivated by an awareness of the key role that Māori second language adult speakers play in the regeneration of the Māori language. The study provides an analytical description of the development of pedagogical materials for a new method of teaching te reo Māori to adults called ‘Kia Whita!' (Hasten the Blaze!). ‘Kia Whita!' is designed to rapidly enhance learners' ability to communicate in te reo Māori while also developing cultural competence, knowledge and understanding. It is modelled on the Accelerative Integrated Method which was pioneered by Wendy Maxwell in Canada for the teaching of French and English to children. The study explains the theoretical foundations on which ‘Kia Whita!' is built and articulates the special cultural and linguistic considerations that steered its development. This is an applied linguistic thesis drawing on second language acquisition theory and kaupapa Māori methodology. As a result these materials are cognisant of the intertwining issues and needs around second language acquisition, culture, place and the validation of the stated materials by key Māori stakeholders balanced against the varied needs of the second language learner of Te Reo Māori. Adopting this approach to the development of ‘Kia Whita!' allows the materials to meet the high standards of effective second language pedagogy; and articulate Māori linguistic and cultural content acceptable to Māori experts while being comprehensible to learners of the language.},\n\tauthor = {Gully, Nichole},\n\tyear = {2011},\n}\n\n

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@article{hinton_language_2011,\n\ttitle = {Language revitalization and language pedagogy: new teaching and learning strategies},\n\tvolume = {25},\n\tissn = {0950-0782},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/09500782.2011.577220},\n\tdoi = {10.1080/09500782.2011.577220},\n\tnumber = {4},\n\tjournal = {Language and Education},\n\tauthor = {Hinton, Leanne},\n\tmonth = jul,\n\tyear = {2011},\n\tpages = {307--318},\n}\n\n

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\n \n\n \n \n \n \n \n \n Tools and techniques for endangered-language assessment and revitalization.\n \n \n \n \n\n\n \n Dwyer, A\n\n\n \n\n\n\n In Vitality and Viability of Minority Languages. October 23-24 2009, pages 1–20, 2011. \n \n\n\n\n
\n\n\n\n \n \n $\"Tools$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@inproceedings{dwyer_tools_2011,\n\ttitle = {Tools and techniques for endangered-language assessment and revitalization},\n\turl = {https://kuscholarworks.ku.edu/dspace/handle/1808/7109},\n\tabstract = {A number of tools to assess the degree of language vitality have been developed, tested, and refined in an international collaborative context. This paper explores the uses and limits of these tools through case examples of assessment, including successful language revitalization and maintenance efforts. The significant role in linguistic and cultural maintenance that NGOs can play is discussed, particularly in the Tibetan context.},\n\tbooktitle = {Vitality and {Viability} of {Minority} {Languages}. {October} 23-24 2009},\n\tauthor = {Dwyer, A},\n\tyear = {2011},\n\tkeywords = {Amdo (ISO 639-3: adx), Sanie language (ISO 639-3: ysy), Tibetan language, Tibeto-Burman languages, UNESCO, Wutun language (ISO 639-3: wuh), anguage policy, language assessment},\n\tpages = {1--20},\n}\n\n

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@article{de_bres_review_2011,\n\ttitle = {A review of research on the attitudes of non-{Maori} {New} {Zealanders} towards the {Maori} language},\n\tvolume = {17},\n\turl = {http://search.informit.com.au/documentSummary;dn=808517183794039;res=IELNZC},\n\tabstract = {2010 marked ten years of the New Zealand government monitoring the attitudes of New Zealanders, both Maori and non-Maori , towards the Maori language. Academic researchers have been undertaking similar research for a much longer period. This article reviews the main findings of research on attitudes towards the Maori language among non-Maori in particular since the 1980s, and considers to what extent recent government surveys show evidence of change in the attitudes of New Zealand's non-indigenous population towards the country's indigenous language. The article concludes that work undertaken to date provides us with many insights into attitudes towards the Maori language, but further research is required to determine whether and how such attitudes are changing.},\n\tnumber = {2},\n\turldate = {2015-12-01},\n\tjournal = {New Zealand Studies in Applied Linguistics},\n\tauthor = {de Bres, Julia},\n\tyear = {2011},\n\tpages = {5},\n}\n\n

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@article{greenhill_pollex-online:_2011,\n\ttitle = {{POLLEX}-{Online}: {The} {Polynesian} lexicon project online},\n\tvolume = {50},\n\tshorttitle = {{POLLEX}-{Online}},\n\turl = {http://muse.jhu.edu/journals/ol/summary/v050/50.2.greenhill.html},\n\tnumber = {2},\n\turldate = {2015-12-21},\n\tjournal = {Oceanic Linguistics},\n\tauthor = {Greenhill, Simon J. and Clark, Ross},\n\tyear = {2011},\n\tpages = {551--559},\n}\n\n

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@article{henare_te_2011,\n\ttitle = {Te hua o te oke tonu kia reo {Māori} te tangata},\n\tvolume = {24 Spring},\n\tissn = {0114-6017},\n\turl = {http://www.tetaurawhiri.govt.nz/assets/Corporate-publications/He-Muka/2011/Putanga-24-3-Koanga-2011.pdf},\n\tabstract = {He kōrero mō te mimiti haere o te reo Māori e ai ki ngā tatauranga o te tari Tatauranga Aotearoa. He kōrero mō te take kua iti haere ngā tāngata e mōhio ana ki te reo Māori me ngā ākonga o te reo Māori. Ka tukua tētahi rongoā e te Taurawhiri hai whakaora me te whakaūora i te reo mā te whai ara kia whakatairangatia ai te wāriu, hai whakapai ake tōna āhua ki te ako. He paku kōrero anō mō Josh Fishman he Kaiariā o te whakaora i te reo., Discusses the declining health of the Māori language from the New Zealand Statistics Department statistics. Discusses the reasons for the decline in Māori language speakers and learners. Offers solutions to the rentention and revival of the language by following a path to promoting its value to make it more attractive to learn. Mentions Linguist Joshua Fishman who is an expert in language revival.},\n\tlanguage = {mao},\n\tnumber = {3},\n\tjournal = {Me Muka},\n\tauthor = {Hēnare, Erima},\n\tyear = {2011},\n\tkeywords = {Language Maintenance, Language Policy, Language Revival, Māori (New Zealand People) – Language, Reo Māori},\n\tpages = {2},\n}\n\n

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@article{evans_investigation_2011,\n\ttitle = {An {Investigation} into the {Extent} and {Application} of {Bilingual} {Signage} in {New} {Zealand} {Public} {Libraries}},\n\turl = {http://researcharchive.vuw.ac.nz/handle/10063/1725},\n\tabstract = {Bilingual signage is important both for the assistance it renders patrons as they navigate through the library, and for the statement it makes about a library‟s commitment to biculturalism. Good signage enables library users to find their way around a library and locate the information they need. Many Māori report feeling uncertain and alienated in libraries, and bilingual signage has been identified as an important component in the process of making Māori feel welcome in libraries. This study aims to discover to what extent public libraries commit to biculturalism through their bilingual signage, and how bilingual signage is displayed to alleviate library anxiety among Māori users, and as well to determine to what degree the level of signage in public libraries can be related to the proportion of Māori in the local population. A mixed methods research design has been applied to investigate the quantitative and qualitative information collected in the first phase of the research (an online survey sent to 330 public libraries throughout New Zealand), followed by the second phase of qualitative in-depth data gathering in the form of personal visits to 12 Auckland public libraries to conduct a qualitative content analysis of their signage. The findings reveal that over 50\\% of New Zealand public libraries have some form of bilingual signage, but they also show that much bilingual signage is employed at the upper level of signage rather than the deeper levels applicable to wayfinding. Practices in bilingual signage that need to be addressed are identified. Suggestions are made for further research.},\n\tlanguage = {en\\_NZ},\n\turldate = {2015-12-17},\n\tauthor = {Evans, Elizabeth Rosemary},\n\tyear = {2011},\n}\n\n

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@techreport{te_runanga_o_ngati_awa_te_2011,\n\ttitle = {Te {Rautaki} {Reo} ō {Ngāti} {Awa}},\n\tauthor = {{Te Rūnanga o Ngāti Awa}},\n\tyear = {2011},\n}\n\n

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@article{marshall_maori_2011,\n\ttitle = {Māori medium teachers : getting the professional development they need},\n\tissn = {1176-6662},\n\tshorttitle = {Māori medium teachers},\n\tabstract = {Uses findings from evaluation data of Māori medium teachers and literacy advisers on the usefulness and limitations of three Māori medium junior reading series commissioned by the Ministry of Education in 2007 - He Purapura, Ngā Kete Kōrero, and He Kohikohinga - to consider whether the teachers using them have had sufficient professional development (PD) to do so and whether the conditions that the teachers face in their schools were conducive to their professional knowledge about the use of the materials. Identifies issues that teachers face within Level 1, 81-100 percent immersion Māori medium settings.},\n\tlanguage = {eng},\n\tauthor = {Marshall, Meri and Mckenzie, Tabitha},\n\tyear = {2011},\n\tkeywords = {Immersion Method (Language Teaching), Language Teachers – In-Service Training, Māori Language – Study And Teaching, Reading Teachers – In-Service Training},\n}\n\n

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@article{hamer_split_2011,\n\ttitle = {The {Split} {Totara}: {Te} {Req} {Maori} {And} {Trans}-{Tasman} {Migration}},\n\tvolume = {54},\n\tshorttitle = {The {Split} {Totara}},\n\turl = {http://search.informit.com.au/documentSummary;dn=881688861924991;res=IELHSS},\n\tabstract = {The enormous growth of the Maori population in Australia since the late 1970s has coincided with the modern Maori language revival movement. The two phenomena are seldom considered together. Now that the Waitangi Tribunal has highlighted the faltering health of te reo, however, it is timely to assess what impact trans-Tasman migration is having on revival efforts. The sheer number of Maori emigrants who speak te reo suggests that emigration has played more of a role in the language's renewed decline than has been recognised. At the same time, te reo struggles in Australia, and may suffer one of the highest rates of shift of any community language. That is because practically all the factors that contribute to language shift apply to Maori in Australia. In any event, te reo Maori has now become a transnational language, which raises the question as to what if any support speakers in Australia should receive from the Government and organisations committed to maintaining the language in New Zealand. Adapted from the source document},\n\tlanguage = {eng},\n\tjournal = {Te Reo},\n\tauthor = {Hamer, Paul},\n\tyear = {2011},\n\tkeywords = {5611, Article, Australia (06350), Immigrants (34670), Language Maintenance (42950), Language Planning/Policy, Language Revitalization (43630), Language Shift (43750), New Zealand (57650), Polynesian Languages (66550), Sociolinguistics},\n\tpages = {45--74},\n}\n\n

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@article{adds_ask_2011,\n\ttitle = {Ask the posts of our house: {Using} cultural spaces to encourage quality learning in higher education},\n\tvolume = {16},\n\tshorttitle = {Ask the posts of our house},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13562517.2011.570440},\n\tdoi = {10.1080/13562517.2011.570440},\n\tabstract = {When the Māori goddess, Hinetitama, asked the Māori god, Tāne, who her father was, he replied, ‘Uia ki ngā pou o t whare … Ask the posts of your house’. This traditional Māori (indigenous people of New Zealand) story implies a cultural teaching pedagogy that utilises the marae (a Māori building complex including a carved meeting house) as a learning and teaching tool. Marae complexes have slowly been embraced by tertiary education institutions throughout New Zealand since the early 1980s, as acknowledgement that they provide an authentic instructional space that enhances quality learning. This article considers the New Zealand university application of traditional marae-based teaching approaches and explores the transformative learning such cultural spaces can encourage. It shares how traditional Māori pedagogies are being modelled by contemporary Māori academics, and how the experiences of learning in a marae environment are perceived by their students.},\n\tnumber = {5},\n\turldate = {2015-11-24},\n\tjournal = {Teaching in Higher Education},\n\tauthor = {Adds, Peter and Hall, Meegan and Higgins, Rawinia and Higgins, Te Ripowai},\n\tyear = {2011},\n\tpages = {541--551},\n}\n\n

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@techreport{ormsby-teki_reo_2011,\n\ttitle = {Reo o te {Kāinga}. {A} {Ngāi} {Te} {Rangi} {Tribal} {Response} to advancing {Māori} language in the home},\n\tauthor = {Ormsby-Teki, Teraania and Timutimu, Ngareta and Palmer, Hauata},\n\tyear = {2011},\n}\n\n

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@article{higgins_te_2011,\n\ttitle = {Te {Pātaka} {Kai} {Iringa} o te {Kupu}, o te {Kōrero}},\n\tvolume = {10},\n\turl = {http://www.hepukengakorero.com/index.php/HPK/article/view/47},\n\tabstract = {Kei roto i tō tātou ao Māori he reo, he tikanga, he ahurea hōhonu, ā, ko aua kōrero kei roto i ō tātou wharenui e iri ana. I roto i ngā whare wānanga kāore tātou i te hoki atu ki aua kōrero hei kaupapa matua mō ngā akoranga i roto i ngā kura Māori. Ki te kore tātou e whakatairanga i tō tātou reo, i ā tātou tikanga hoki ka ngaro ā-moa nei, ā, ko ō tātou wharenui, ō tātou marae ka rite ki te whare taonga, ka wahangū, e kore e taea te whakakōrero i runga anō i te kore mōhio ki te reo, ki ngā tikanga rānei. Mai runga ki raro kei te pā tēnei raru ki a tātou i roto i ngā kura Māori katoa. Ko te mānuka nui mō tātou kei ngā kura Māori: Ki te ui atu tātou i ngā pou o te whare, ka mōhio anō tātou ki ngā whakautu? Ka pēhea hoki te tangata pēnei i a Hine Tītama e kore nei e mōhio ki tōna ake whakapapa me tōna ake reo engari he tohu kairangi tōna? Ki te kore tātou e whakamahia ngā pātaka iringa kōrero kāore e roa ka ngaro tō tātou pitomata, ka rite ki a Hine Tītama, ka kuhu ki rō whare ka kite, ka whakamā ka huri hei tangata kē (Hinenuitepō). Nā, mō tātou ko wai atu hoki taua tangata?},\n\tnumber = {1},\n\tjournal = {He Pukenga Kōrero},\n\tauthor = {Higgins, Rawinia and Hall, Meegan},\n\tyear = {2011},\n\tpages = {11--16},\n}\n\n

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\n \n\n \n \n \n \n \n The Routledge Handbook of Applied Linguistics.\n \n \n \n\n\n \n Simpson, J.\n\n\n \n\n\n\n 2011.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{simpson_routledge_2011,\n\ttitle = {The {Routledge} {Handbook} of {Applied} {Linguistics}},\n\tisbn = {978-0-415-49067-2},\n\tauthor = {Simpson, James},\n\tyear = {2011},\n\tpmid = {2659532},\n}\n\n

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@article{noauthor_ma_2011,\n\ttitle = {Mā te reo 2001-2010},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka kōrerotia mō ngā tatauranga o te tahua o Mā te Reo i tuku atu mai i ngā tau 2001 ki 2010. Ka whakamāramatia i whea te putea o Mā te Reo i whakapau., Gives statistics on the Mā te Reo funding given out to Māori communities since 2001 to 2010. Gives information about where the Mā te Reo funding was spent.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tyear = {2011},\n\tkeywords = {Community Development, Finance, Hapori, Language Revival, Māori Language, Public, Pūtea, Reo Māori},\n}\n\n

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@book{ormsby-teki_reo_2011,\n\ttitle = {Reo o te {Kainga}: {A} {Ngāi} te {Rangi} tribal response to advancing {Māori} language in the home},\n\tshorttitle = {Reo o te {Kainga}},\n\turl = {http://www.maramatanga.ac.nz/sites/default/files/05%20RF%2014%20Web%20ready.pdf},\n\tabstract = {This research report outlines the findings from a two and a half year project dedicated to identifying ways in which to advance Te Reo Māori within the homes of Ngāi Te Rangi whānau. There were a number of objectives that supported the primary aim that focused on strengthening Ngāi Te Rangi, for example working collaboratively as a research team; building research capacity through this project with the whānau and building conscientiousness through this community action research process. Those broader objectives were met within the timeframes allocated for this research.},\n\turldate = {2016-01-12},\n\tpublisher = {Te Rūnanga o Ngāi te Rangi and Te Whare Wānanga o Awanuiārangi},\n\tauthor = {Ormsby-Teki, Teraania and Timutimu, Ngareta and Palmer, Hauata and Ellis, Riri and Johnston, Patricia},\n\tyear = {2011},\n}\n\n

\n\n\n\n\n\n

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@article{keegan_online_2011,\n\ttitle = {Online {Māori} resources and {Māori} initiatives for teaching and learning : current activities, successes and future directions},\n\tissn = {1177-5904},\n\tshorttitle = {Online {Māori} resources and {Māori} initiatives for teaching and learning},\n\tabstract = {Provides an overview of some current Māori information communication technology (ICT) initiatives, online Māori language resources and Māori initiatives for teaching and learning. Outlines examples of key ICT and web-based resources in the Māori language and for the Māori language (for example, monolingual sites in the Māori language, bilingual/multilingual sites providing education/historic information, online dictionaries, and other computer mediated communication resources). Introduces the recent bilingual Student Online Learning and Management System called 'eWānanga', which provides a learner support service that is based on traditional educational learning models intermixed with Māori pedagogies to offer students more appropriate flexible blended learning. Discusses web/ICT resources and online learning systems based on Māori experiences in NZ. Notes gaps, areas of concern, future directions and lessons to be learnt for other indigenous groups around the world interested in both developing web/ICT resources and engaging in online learning activities.},\n\tlanguage = {eng},\n\tauthor = {Keegan, Peter J. and Keegan, Te Taka and Laws, Mark},\n\tyear = {2011},\n\tkeywords = {Computer-assisted instruction, Educational Web Sites, Indigenous Peoples – Computer Network Resources, Internet In Education, Māori (New Zealand People) – Education, Māori Language – Study And Teaching},\n}\n\n

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@article{ratima_review_2011,\n\ttitle = {A review of indigenous second language acquisition : factors leading to proficiency in te reo {Māori} (the {Māori} language)},\n\tissn = {1177-5904},\n\tshorttitle = {A review of indigenous second language acquisition},\n\turl = {http://www.review.mai.ac.nz/index.php/MR/article/viewFile/412/594},\n\tabstract = {Draws on literature from Reversing Language Shift (RLS), Second Language Acquisition (SLA), and Māori and indigenous language education to identify help/hinder factors for second language (L2) proficiency development in te reo (the Māori language). Identifies ten factors each with the potential to help or hinder the development of second language Māori proficiency amongst adult learners. Proposes an adult Māori language proficiency research agenda. Aims to explore the relative importance of the 10 factors for adult learners seeking to develop proficiency in te reo.},\n\tlanguage = {eng},\n\tjournal = {Mai Review},\n\tauthor = {Ratima, Matiu and May, Stephen},\n\tyear = {2011},\n\tkeywords = {Adult Students, Māori Language – Study And Teaching, Reo Māori, Second Language Acquisition – Age Factors},\n\tpages = {1--21},\n}\n\n

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@phdthesis{kire_te_2011,\n\ttitle = {Te {Rākau} {Whanake} me Ōna Āhuatanga {Angitu} {Hei} {Hopu} {Reo} {Mäori}},\n\tauthor = {Kire, Andrea},\n\tyear = {2011},\n}\n

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\n\n

\n \n 2010\n \n \n (88)\n \n \n

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\n \n\n \n \n \n \n \n \n Can Schools Save Indigenous Languages? Policy and Practice on Four Continents: Palgrave Studies in Minority Languages and Communities.\n \n \n \n \n\n\n \n Hornberger, N. H.\n\n\n \n\n\n\n Palgrave Macmillan. December 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Can$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hornberger_can_2010,\n\ttitle = {Can {Schools} {Save} {Indigenous} {Languages}? {Policy} and {Practice} on {Four} {Continents}: {Palgrave} {Studies} in {Minority} {Languages} and {Communities}.},\n\tshorttitle = {Can {Schools} {Save} {Indigenous} {Languages}?},\n\turl = {https://eric.ed.gov/?id=ED516012},\n\tabstract = {This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Sami in Scandinavia, Hnahno in Mexico and Quechua and other indigenous languages in Latin America. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts. This book is divided into two parts. Part I, Case Studies on Four Continents, contains the following: (1) "Out on the Fells, I Feel Like a Sami"--Is There Linguistic and Cultural Equality in the Sami School? (V. Hirvonen); (2) Top-Down and Bottom-Up: Counterpoised Visions of Bilingual Intercultural Education in Latin America (L. E. Lopez); (3) Maori-Medium Education: Current Issues and Challenges (S. May \\& R. Hill); and (4) Learning with Differences: Strengthening Hnahno and Bilingual Teaching in an Elementary School in Mexico City (N. Rebolledo Recendiz). Part II, Commentaries: International Perspectives on the Case Studies, contains the},\n\tlanguage = {en},\n\turldate = {2017-02-01},\n\tjournal = {Palgrave Macmillan},\n\tauthor = {Hornberger, Nancy H.},\n\tmonth = dec,\n\tyear = {2010},\n}\n\n

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\n \n\n \n \n \n \n \n \n New perspectives on endangered languages: Bridging gaps between sociolinguistics, documentation and language revitalization.\n \n \n \n \n\n\n \n Farfán, J. A. F.; and Ramallo, F.\n\n\n \n\n\n\n 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"New$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{farfan_new_2010,\n\ttitle = {New perspectives on endangered languages: {Bridging} gaps between sociolinguistics, documentation and language revitalization},\n\turl = {http://jaf.lenguasindigenas.mx/docs/2010a-new-perspectives-on-endangered-languages-john-benjamins-amsterdam.pdf},\n\tauthor = {Farfán, José Antonio Flores and Ramallo, Fernando},\n\tyear = {2010},\n}\n\n

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\n \n\n \n \n \n \n \n Te Aukume o Taku Reo: He Aha nga Wheako ki ta te Akonga e whai Hua ai i roto i nga Wananga Rumaki?.\n \n \n \n\n\n \n Muller, M.\n\n\n \n\n\n\n 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{muller_te_2010,\n\ttitle = {Te {Aukume} o {Taku} {Reo}: {He} {Aha} nga {Wheako} ki ta te {Akonga} e whai {Hua} ai i roto i nga {Wananga} {Rumaki}?},\n\tauthor = {Muller, Maureen},\n\tyear = {2010},\n}\n\n

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\n \n\n \n \n \n \n \n \n For whom does language death toll? Cautionary notes from the Basque case.\n \n \n \n \n\n\n \n Echeverria, B.\n\n\n \n\n\n\n Linguistics and Education, 21(3): 197–209. September 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"For$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{echeverria_for_2010,\n\ttitle = {For whom does language death toll? {Cautionary} notes from the {Basque} case},\n\tvolume = {21},\n\tissn = {08985898},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0898589809000655},\n\tabstract = {In this article, I show that despite a seemingly inclusive, language-based identity promoted in schools and pedagogical materials, Basque identity and language are embedded with social histories that exclude large swaths of the would-be Basque nation: women and second language learners of Basque. To the extent that these processes continue to operate in society and are ignored in the curriculum-in-use, it bodes ill for the future of Euskera as a language of everyday use. Specifically, I examine elements of Basque identity, culture and language featured in classrooms or pedagogical materials used to teach Basque language and culture in the Basque Autonomous Community (BAC) of Spain and the diaspora, and show how they are socially constructed to position some kinds of Basques as “more Basque” than others. These social constructions are problematic, in that efforts to revitalize threatened languages like Euskera need to welcome speakers rather than marginalize them.},\n\tnumber = {3},\n\tjournal = {Linguistics and Education},\n\tauthor = {Echeverria, Begoña},\n\tmonth = sep,\n\tyear = {2010},\n\tkeywords = {Language and culture featured in classrooms, basque country, gender and ethnic identity, iriak, language and education, language revitalization, lerren artean daure zazpi, mendi-andi, naparrako iparraltean erronkari ibaxa},\n\tpages = {197--209},\n}\n\n

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\n \n\n \n \n \n \n \n \n TAKING PRIDE IN TE REO MAORI: HOW REGULAR SPELLING PROMOTES LITERACY ACQUISITION.\n \n \n \n \n\n\n \n Krāgeloh, C. U; and Neha, T. N.\n\n\n \n\n\n\n New Zealand Studies in Applied Linguistics, 16(I): 65–75. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"TAKING$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{krageloh_taking_2010,\n\ttitle = {{TAKING} {PRIDE} {IN} {TE} {REO} {MAORI}: {HOW} {REGULAR} {SPELLING} {PROMOTES} {LITERACY} {ACQUISITION}},\n\tvolume = {16},\n\tissn = {1173-5562, 1173-5562},\n\turl = {http://search.informit.com.au/documentSummary;dn=602665803989241;res=IELHSS},\n\tabstract = {Previous literature on the beneficial effects of Mâori-medium education on revitalisation of Te Reo Maori has focused almost exclusively on the importance of cultural ntextualisation. The present article wishes to draw attention to an additional potential contributing factor to the sttccess of these programmes. Based on a wealth of evidence from cross-language cotnparisotis, it is argued that the orthographic consistency of the tatiguage, its regular spelling, is likely to resttlt in rapid reading acquisition dtie to the ea.se in which letter-sound relatiotiships can be leatned. Additionally, learning to read in an orthographically consistent language optinti,ses the development of phonological processing skills and successful reading strategies, which can later be tratt.sferred to literacy acquisition in English. A strotig foundation in phonological processing skills protects particularly at-risk students from reading failure. Since Maori students in tnainstreatn schools are particularly vulnerable to experiencitig reading difficulties, the prospect that the linguistic properties of Te Reo Maori, the language of their ancestors, cottld contribute to the alleviation of such deficits, substantially enhances the appeal of Mäori-tnedium education.},\n\tnumber = {I},\n\tjournal = {New Zealand Studies in Applied Linguistics},\n\tauthor = {Krāgeloh, Christian U and Neha, Tia N.},\n\tyear = {2010},\n\tpages = {65--75},\n}\n\n

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\n \n\n \n \n \n \n \n \n A Model of the Mechanisms of Language Extinction and Revitalization Strategies to Save Endangered Languages.\n \n \n \n \n\n\n \n Fernando, C.; Valijärvi, R.; and Goldstein, R. A.\n\n\n \n\n\n\n Human Biology, 82(1): 47–75. 2010.\n \\textlessp\\textgreaterVolume 82, Number 1, February 2010\\textless/p\\textgreater\n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{fernando_model_2010,\n\ttitle = {A {Model} of the {Mechanisms} of {Language} {Extinction} and {Revitalization} {Strategies} to {Save} {Endangered} {Languages}},\n\tvolume = {82},\n\tissn = {1534-6617},\n\turl = {https://muse.jhu.edu/journals/human_biology/v082/82.1.fernando.html},\n\tabstract = {Why and how have languages died out? We have devised a mathematical model to help us understand how languages go extinct. We use the model to ask whether language extinction can be prevented in the future and why it may have occurred in the past. A growing number of mathematical models of language dynamics have been developed to study the conditions for language coexistence and death, yet their phenomenological approach compromises their ability to influence language revitalization policy. In contrast, here we model the mechanisms underlying language competition and look at how these mechanisms are influenced by specific language revitalization interventions, namely, private interventions to raise the status of the language and thus promote language learning at home, public interventions to increase the use of the minority language, and explicit teaching of the minority language in schools. Our model reveals that it is possible to preserve a minority language but that continued long-term interventions will likely be necessary. We identify the parameters that determine which interventions work best under certain linguistic and societal circumstances. In this way the efficacy of interventions of various types can be identified and predicted. Although there are qualitative arguments for these parameter values (e.g., the responsiveness of children to learning a language as a function of the proportion of conversations heard in that language, the relative importance of conversations heard in the family and elsewhere, and the amplification of spoken to heard conversations of the high-status language because of the media), extensive quantitative data are lacking in this field. We propose a way to measure these parameters, allowing our model, as well as others models in the field, to be validated.},\n\tnumber = {1},\n\turldate = {2015-12-17},\n\tjournal = {Human Biology},\n\tauthor = {Fernando, Chrisantha and Valijärvi, Riitta-Liisa and Goldstein, Richard A.},\n\tyear = {2010},\n\tnote = {{\\textbackslash}textlessp{\\textbackslash}textgreaterVolume 82, Number 1, February 2010{\\textbackslash}textless/p{\\textbackslash}textgreater},\n\tpages = {47--75},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n What is the role of English Transition in Māori-medium education?.\n \n \n \n \n\n\n \n Hill, R.\n\n\n \n\n\n\n Ph.D. Thesis, The University of Waikato, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"What$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{hill_what_2010,\n\ttitle = {What is the role of {English} {Transition} in {Māori}-medium education?},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/4438},\n\tabstract = {The place of English language instruction in Māori-medium programmes is a controversial issue. Many Māori-medium schools either exclude it from their curriculum, or pay lip service to it. However, English language instruction is an important element for all Māori-medium schools to consider, as its role will affect the extent to which the students achieve the aim of becoming biliterate. Unfortunately though, how to support the English language growth of Māori-medium students remains an as yet unresolved and under-researched issue. It is this theme that this research seeks to investigate. This Doctoral thesis reports on a multiple case study research project that investigated the English transition programmes of three Māori-medium schools including: a wharekura, a kura kaupapa Māori and a bilingual school. The research implemented a Kaupapa Māori framework and used interviews, classroom observations, and language assessments to explore the subject. The central aim of this project was to examine how these schools arrange their English transition programmes, what issues they face, and how they negotiate them. This research found that the teaching of English in Māori-medium education is an area in which Māori-medium schools have little support, and often struggle to negotiate. Despite this, some programmes offer good quality instruction that contributes to their students achieving high levels of literacy development. This study concluded that there is a relationship between the English transition programme design, and the students' literacy (English and Māori) development. The higher quality programmes included greater quantities of English instruction, the staff was informed about bilingual education principles and they nurtured closer relationships with their student. Overall, this research found that English language instruction can play a part in Māori-medium education in a way that does not need to detract from the school focus on the learning of te reo Māori. The layout of this thesis is as follows. Chapter One explores the history of research into bilingualism before discussing some of the theoretical models that apply to this research project. Chapter Two explains some of the structural considerations concerning bilingual programmes, and the characteristics of Māori-medium education in the New Zealand context. Chapter Three examines New Zealand research into Māori-medium education with a particular focus on three areas: general teaching practices, research about student assessment, and research about English transition. Chapter Four discusses the methodological decisions that I made when approaching this research and the research tools I chose for the data collection process. Chapters Five, Six and Seven each presents a single case study of an English transition programme in a Māori-medium school. They provide descriptions of the programmes and explore the perspectives of the key participants, including staff and students. An analysis of Year 8 student literacy outcomes are provided followed by a discussion of the predominant findings that emerge. Chapter Eight is the discussion chapter where the key results from all three case studies will be discussed. This is followed by the concluding chapter (Chapter Nine), which discusses the educational implications of this research.},\n\tschool = {The University of Waikato},\n\tauthor = {Hill, Richard, Kenneth},\n\tyear = {2010},\n\tkeywords = {Bilingual Education, English, English curriculum, Kaupapa Maori Theory, Language, Language Teachers, Literacy Education, Maori medium education, Matauranga Maori, Te Reo Maori curriculum},\n}\n\n

\n\n\n

\n The place of English language instruction in Māori-medium programmes is a controversial issue. Many Māori-medium schools either exclude it from their curriculum, or pay lip service to it. However, English language instruction is an important element for all Māori-medium schools to consider, as its role will affect the extent to which the students achieve the aim of becoming biliterate. Unfortunately though, how to support the English language growth of Māori-medium students remains an as yet unresolved and under-researched issue. It is this theme that this research seeks to investigate. This Doctoral thesis reports on a multiple case study research project that investigated the English transition programmes of three Māori-medium schools including: a wharekura, a kura kaupapa Māori and a bilingual school. The research implemented a Kaupapa Māori framework and used interviews, classroom observations, and language assessments to explore the subject. The central aim of this project was to examine how these schools arrange their English transition programmes, what issues they face, and how they negotiate them. This research found that the teaching of English in Māori-medium education is an area in which Māori-medium schools have little support, and often struggle to negotiate. Despite this, some programmes offer good quality instruction that contributes to their students achieving high levels of literacy development. This study concluded that there is a relationship between the English transition programme design, and the students' literacy (English and Māori) development. The higher quality programmes included greater quantities of English instruction, the staff was informed about bilingual education principles and they nurtured closer relationships with their student. Overall, this research found that English language instruction can play a part in Māori-medium education in a way that does not need to detract from the school focus on the learning of te reo Māori. The layout of this thesis is as follows. Chapter One explores the history of research into bilingualism before discussing some of the theoretical models that apply to this research project. Chapter Two explains some of the structural considerations concerning bilingual programmes, and the characteristics of Māori-medium education in the New Zealand context. Chapter Three examines New Zealand research into Māori-medium education with a particular focus on three areas: general teaching practices, research about student assessment, and research about English transition. Chapter Four discusses the methodological decisions that I made when approaching this research and the research tools I chose for the data collection process. Chapters Five, Six and Seven each presents a single case study of an English transition programme in a Māori-medium school. They provide descriptions of the programmes and explore the perspectives of the key participants, including staff and students. An analysis of Year 8 student literacy outcomes are provided followed by a discussion of the predominant findings that emerge. Chapter Eight is the discussion chapter where the key results from all three case studies will be discussed. This is followed by the concluding chapter (Chapter Nine), which discusses the educational implications of this research.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Champion Excellence in Tertiary Teaching and Learning. Ako Aotearoa's strategic plan: 2010-2013.\n \n \n \n \n\n\n \n Ako Aotearoa, N. C. f. T. T. E.\n\n\n \n\n\n\n Ako Aotearoa, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Champion$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{ako_aotearoa_champion_2010,\n\ttitle = {Champion {Excellence} in {Tertiary} {Teaching} and {Learning}. {Ako} {Aotearoa}'s strategic plan: 2010-2013},\n\turl = {https://akoaotearoa.ac.nz/stategic-plan},\n\tabstract = {Ako Aotearoa leads the drive to establish what counts as good and effective tertiary teaching in Aotearoa, New Zealand and to make it happen, so that teaching is better, is better valued and produces better outcomes for learners and the nation. Ako Aotearoa has been established to support New Zealand’s tertiary education organisations and educators to meet these wide-ranging challenges. A key starting point for us is that because of these complexities, there is no single solution for the enhancement of tertiary teaching and learning. Good practice and excellence in education comes in many forms. With this in mind, our aims are three-fold: • to ensure that all tertiary learners enjoy good and worthwhile experiences when they embark on tertiary study, • to ensure that every learner has the maximum opportunity to complete their studies successfully, and • to nurture and sustain both teaching excellence and excellent teachers},\n\turldate = {2016-07-12},\n\tpublisher = {Ako Aotearoa},\n\tauthor = {Ako Aotearoa, National Centre for Tertiary Teaching Excellence},\n\tyear = {2010},\n\tkeywords = {Ako Aotearoa, All sectors, Critical Awareness, Goals, Koromakinga, Māhere Rautaki, Mārama pū, Mātāpono, Principles, Rangai katoa, Rautaki, Strategic planning, Support system, Tautoko, Tertiary Teaching New Zealand, Whāinga, vision},\n}\n\n

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\n \n\n \n \n \n \n \n \n Promoting a minority language to majority language speakers: television advertising about the Māori language targeting non-Māori New Zealanders.\n \n \n \n \n\n\n \n De Bres, J.\n\n\n \n\n\n\n Journal of Multilingual and Multicultural Development, 31(6): 515–529. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Promoting$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{de_bres_promoting_2010,\n\ttitle = {Promoting a minority language to majority language speakers: television advertising about the {Māori} language targeting non-{Māori} {New} {Zealanders}},\n\tvolume = {31},\n\tshorttitle = {Promoting a minority language to majority language speakers},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01434632.2010.515988},\n\tnumber = {6},\n\turldate = {2015-12-01},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {De Bres, Julia},\n\tyear = {2010},\n\tpages = {515--529},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Motivating literacy learners in today's world.\n \n \n \n\n\n \n Fletcher, J.; Parkhill, F.; and Gillon, G. T.\n\n\n \n\n\n\n NZCER Press, Wellington, NZ, 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@book{fletcher_motivating_2010,\n\taddress = {Wellington, NZ},\n\ttitle = {Motivating literacy learners in today's world},\n\tisbn = {978-1-877398-65-0},\n\tabstract = {Machine-generated Contents note: Chapter 1 Motivating children to read through literature Teresa Cremin – Chapter 2 Motivating young writers Noella Mackenzie – Chapter 3 Writing in primary and middle schooling: Managing myths about student motivation Judy M. Parr and Kathryn Glasswell – Chapter 4 Supporting students who struggle with language Elspetti McCartney and Sue Ellis – Chapter 5 Phonological awareness: Motivating early literacy success Gail Gillon and Brigid McNeill – Chapter 6 Motivating children with dyslexia John Everatt and Gavin Reid – Chapter 7 Fostering story comprehension: Motivating struggling readers to engage in literature-based activities Marleen F. Westerveld – Chapter 8 Motivating Māori students in literacy learning: Listening to culture Angus Hikairo Macfarlane – Chapter 9 Motivating Pasifika students in literacy learning Jo Fletcher, Faye Parkhill, Amosa Fa'afoi and Tufulasi Taleni – Chapter 10 Asian student voices: Approaches in reading that motivate or provoke dissonance in their in their journey towards being successful readers of English Faye Parkhill and Jo Fletcher – Chapter 11 Playing with text Janinka Greenwood – Chapter 12 Multiliteracies and learning in a new age Nicola Yelland., This book is a tool for researchers, educators, teachers and undergraduate and postgraduate teachers who have an interest in understanding ways to enhance children's motivation in reading, writing and oral language.},\n\tlanguage = {eng},\n\tpublisher = {NZCER Press},\n\tauthor = {Fletcher, Jo and Parkhill, Faye and Gillon, Gail T.},\n\tyear = {2010},\n\tkeywords = {Literacy Study and teaching (Elementary) New Zealand., Motivation in education New Zealand.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Research Note: Comparing indigenous language revitalisation: Te reo Māori in Aotearoa New Zealand and Mapudungun in Chile.\n \n \n \n \n\n\n \n Gallegos, C.; Murray, W. E.; and Evans, M.\n\n\n \n\n\n\n Asia Pacific Viewpoint, 51(1): 91–104. April 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Research$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@article{gallegos_research_2010,\n\ttitle = {Research {Note}: {Comparing} indigenous language revitalisation: {Te} reo {Māori} in {Aotearoa} {New} {Zealand} and {Mapudungun} in {Chile}},\n\tvolume = {51},\n\tissn = {13607456},\n\turl = {http://doi.wiley.com/10.1111/j.1467-8373.2009.01418.x},\n\tdoi = {10.1111/j.1467-8373.2009.01418.x},\n\tnumber = {1},\n\tjournal = {Asia Pacific Viewpoint},\n\tauthor = {Gallegos, Carina and Murray, Warwick E. and Evans, Monica},\n\tmonth = apr,\n\tyear = {2010},\n\tkeywords = {chile},\n\tpages = {91--104},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The impact on te reo Māori of trans-Tasman migration.\n \n \n \n \n\n\n \n Hamer, P.\n\n\n \n\n\n\n Institute of Policy Studies, (July): 1–84. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hamer_impact_2010,\n\ttitle = {The impact on te reo {Māori} of trans-{Tasman} migration},\n\turl = {http://igps.victoria.ac.nz/WP PDF/2010/IPS WP 1011.pdf},\n\tabstract = {The Māori population in Australia has grown enormously since the 1970s, to the extent that now approximately one in six Māori live across the Tasman. During that same period there has been a concerted official and community effort to revitalise te reo Māori in New Zealand. While it is difficult to gauge the extent of the impact on te reo in New Zealand of this migration, census data show that many thousands of speakers of te reo have moved to Australia since the 1980s. This fact is routinely overlooked in assessments of the language's health in New Zealand. Qualitative data also suggest that the loss of students and teachers of te reo from Māori immersion, bilingual and as‐a‐subject settings is a relatively common occurrence. In Australia itself, however, te reo faces major obstacles to successful maintenance and intergenerational transmission, and in fact the language suffers one of the highest rates of ‘shift' of any Australian community language. That said, many Māori in Australia have high levels of motivation to learn their language, and commitment to te reo is likely to be a small but contributing factor to Māori return migration to New Zealand},\n\tnumber = {July},\n\tjournal = {Institute of Policy Studies},\n\tauthor = {Hamer, Paul},\n\tyear = {2010},\n\tkeywords = {Language Shift, te reo Māori, trans-Tasman migration},\n\tpages = {1--84},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations.\n \n \n \n \n\n\n \n Moeke-Pickering, T. M.\n\n\n \n\n\n\n Ph.D. Thesis, University of Waikato, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Decolonisation$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{moeke-pickering_decolonisation_2010,\n\ttitle = {Decolonisation as a social change framework and its impact on the development of {Indigenous}-based curricula for {Helping} {Professionals} in mainstream {Tertiary} {Education} {Organisations}},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/4148},\n\tabstract = {This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.},\n\turldate = {2016-01-12},\n\tschool = {University of Waikato},\n\tauthor = {Moeke-Pickering, Taima Materangatira},\n\tyear = {2010},\n}\n\n

\n\n\n

\n This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.\n

\n\n\n

\n \n\n \n \n \n \n \n Te Kotahitanga: culturally responsive professional development for teachers.\n \n \n \n\n\n \n Bishop, R.; and Berryman, M.\n\n\n \n\n\n\n Teacher Development, 14(2): 173–187. 2010.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{bishop_te_2010,\n\ttitle = {Te {Kotahitanga}: culturally responsive professional development for teachers},\n\tvolume = {14},\n\tissn = {1366-4530},\n\tshorttitle = {Te {Kotahitanga}},\n\tdoi = {10.1080/13664530.2010.494497},\n\tabstract = {Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand’s indigenous Māori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Māori students, their families, principals and some of their teachers, provides direction and focus for both the classroom pedagogy and the professional development. While the authors understand that there are many institutional changes necessary at the school level, this paper focuses on the professional learning opportunities developed for classroom teachers within this project to support the development of more effective classroom relationships and interactions with Māori students. This has resulted in Māori students attending school more regularly, engaging as learners and achieving to levels where they begin to realise their true potential.},\n\tnumber = {2},\n\tjournal = {Teacher Development},\n\tauthor = {Bishop, Russell and Berryman, Mere},\n\tyear = {2010},\n\tkeywords = {Classroom Interactions, Indigenous, Māori, Pedagogy, Relationships},\n\tpages = {173--187},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Counting the losses: numbers as the language of language endangerment.\n \n \n \n \n\n\n \n Moore, R. E; Pietikäinen, S.; and Blommaert, J.\n\n\n \n\n\n\n Sociolinguistic Studies, 4(1): 1–26. October 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Counting$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{moore_counting_2010,\n\ttitle = {Counting the losses: numbers as the language of language endangerment},\n\tvolume = {4},\n\tissn = {17508657},\n\turl = {http://www.equinoxjournals.com/SS/article/view/6952},\n\tdoi = {10.1558/sols.v4i1.1},\n\tnumber = {1},\n\tjournal = {Sociolinguistic Studies},\n\tauthor = {Moore, Robert E and Pietikäinen, Sari and Blommaert, Jan},\n\tmonth = oct,\n\tyear = {2010},\n\tkeywords = {Languages, african and native american, language endangerment and shift, minority and indigenous, sámi},\n\tpages = {1--26},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n He kupu tuku iho mō tēnei reanga: A critical analysis of waiata and haka as commentaries and archives of Māori political history.\n \n \n \n \n\n\n \n Ka'ai-Mahuta, R. T. Ā.\n\n\n \n\n\n\n Ph.D. Thesis, 2010.\n Theses and Dissertations Theses and dissertations are protected by the Copyright Act 1994 (New Zealand). The thesis or dissertation may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. Authors control the copyright of their thesis or dissertation. You will recognise the author’s right to be identified as the author of the thesis or dissertation, and due acknowledgement will be made to the author where appropriate. You will obtain the author’s permission before publishing any material from the thesis or dissertation.\n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{kaai-mahuta_he_2010,\n\ttitle = {He kupu tuku iho mō tēnei reanga: {A} critical analysis of waiata and haka as commentaries and archives of {Māori} political history},\n\tcopyright = {Rights statement General Copyright Statement All items in AUT Scholarly Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.},\n\turl = {http://aut.researchgateway.ac.nz/handle/10292/1023},\n\tabstract = {Prior to the arrival of Pākehā to Aotearoa/New Zealand, the Māori language was exclusively oral. However, this did not in any way impede the archiving of knowledge and history deemed important by tīpuna Māori. In fact, tribal history, knowledge and traditions have been preserved for generations in the many waiata and haka composed throughout the country. Māori waiata are one example of a traditional medium for the transmission of knowledge including tribal history, politics, historical landmarks, genealogy and environmental knowledge while also acting as a traditional form of expression for the articulation of anger, hatred, sadness, love and desire. Waiata and haka are examples of Māori poetry and literature. They are important for the survival of the Māori language and culture. In this sense, waiata are bound to Māori identity and the identity of whānau, hapū and iwi. Waiata and haka have been likened to the archives of the Māori people, preserving important historical and cultural knowledge, and it is logical that in traditional Māori society these compositions would have acted as the ‘newspapers' and perhaps even tribal philosophical doctrine of the time. Waiata offer an alternative view of the history of Aotearoa/New Zealand to those that are based on mainstream Eurocentric history books and archives. However, many of these waiata are being lost through time and with them, a Māori knowledge base regarding the meaning behind the words. This is exaggerated by the fact that waiata contain the highest form of language utilising proverbs and figurative speech. The purpose of this research is to establish the validity of waiata and haka as commentaries and archives of Māori political history. It has included the development of a proposal and template for an online digital repository of waiata that will include not only the music and lyrics but also an in-depth analysis of the meaning behind the lyrics. The site will be free to access and act as an archive to preserve oral histories contained within waiata. This will provide a national resource thus demonstrating the interface between recovering traditional knowledge and storing this through innovative technology especially, for future generations.},\n\tauthor = {Ka'ai-Mahuta, Rachael Te Āwhina},\n\tyear = {2010},\n\tnote = {Theses and Dissertations Theses and dissertations are protected by the Copyright Act 1994 (New Zealand). The thesis or dissertation may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. Authors control the copyright of their thesis or dissertation. You will recognise the author’s right to be identified as the author of the thesis or dissertation, and due acknowledgement will be made to the author where appropriate. You will obtain the author’s permission before publishing any material from the thesis or dissertation.},\n\tkeywords = {Archives, Hapu, Indigenous research, Kapa haka, Knowledge Sources Theory, Knowledge Transmission, Language Arts, Language Decline, Mana, Maori Culture, Maori Literature, Maori history, Maori identity, Maori institutions, Maori knowledge, Maori resources, National repository, Performing arts, Political commentaries, Songs, Spoken art, Te reo Maori, Waiata, digitalisation, web},\n}\n\n

\n\n\n

\n Prior to the arrival of Pākehā to Aotearoa/New Zealand, the Māori language was exclusively oral. However, this did not in any way impede the archiving of knowledge and history deemed important by tīpuna Māori. In fact, tribal history, knowledge and traditions have been preserved for generations in the many waiata and haka composed throughout the country. Māori waiata are one example of a traditional medium for the transmission of knowledge including tribal history, politics, historical landmarks, genealogy and environmental knowledge while also acting as a traditional form of expression for the articulation of anger, hatred, sadness, love and desire. Waiata and haka are examples of Māori poetry and literature. They are important for the survival of the Māori language and culture. In this sense, waiata are bound to Māori identity and the identity of whānau, hapū and iwi. Waiata and haka have been likened to the archives of the Māori people, preserving important historical and cultural knowledge, and it is logical that in traditional Māori society these compositions would have acted as the ‘newspapers' and perhaps even tribal philosophical doctrine of the time. Waiata offer an alternative view of the history of Aotearoa/New Zealand to those that are based on mainstream Eurocentric history books and archives. However, many of these waiata are being lost through time and with them, a Māori knowledge base regarding the meaning behind the words. This is exaggerated by the fact that waiata contain the highest form of language utilising proverbs and figurative speech. The purpose of this research is to establish the validity of waiata and haka as commentaries and archives of Māori political history. It has included the development of a proposal and template for an online digital repository of waiata that will include not only the music and lyrics but also an in-depth analysis of the meaning behind the lyrics. The site will be free to access and act as an archive to preserve oral histories contained within waiata. This will provide a national resource thus demonstrating the interface between recovering traditional knowledge and storing this through innovative technology especially, for future generations.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Ko tō ringa ki ngā rākau a te Pākehā - The use of digital resources in the learning and teaching of te reo Māori: A case study.\n \n \n \n \n\n\n \n Duder, E. M.\n\n\n \n\n\n\n Ph.D. Thesis, Auckland University of Technology, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Ko$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{duder_ko_2010,\n\ttype = {Masters of {Arts} in {Māori} {Developmeny}},\n\ttitle = {Ko tō ringa ki ngā rākau a te {Pākehā} - {The} use of digital resources in the learning and teaching of te reo {Māori}: {A} case study},\n\turl = {http://aut.researchgateway.ac.nz/handle/10292/1219},\n\tabstract = {Te reo Māori (the Māori language) is the heritage language of the indigenous people of New Zealand. Since official colonisation by the British in 1840, the impact of successive Government policies, post-WW2 urbanisation and English-language dominance, have all contributed to significant Māori-language loss. In the 1970s it was realised that Māori as a language would not survive into the next millennium with the decline of the number of native speakers and intergenerational language transmission. Since then, efforts have been made in the revitalisation of te reo Māori, pre- eminent among them the establishment of a Māori-medium schooling system; legal and political recognition of the Māori language; an increase in Māori language broadcasting; and successful marae-based (courtyard and building around the meeting house) and community- based movements aimed at teaching te reo Māori to adults. This project looks at one aspect of Māori language revitalisation: second language learning located in a Māori Development Faculty of an Auckland tertiary provider. The teaching and learning is based on the Te Whanake series written by Professor John Moorfield. The Te Whanake series illustrates the development of language-learning resources over the last thirty years, with the transition from textbooks, tapes and CDs to include a range of online digital tools. This research used a mixed-methods approach to explore both the learner and teacher experience of the digital tools in the second language learning of te reo Māori. The research supported the notion that the successful use of digital tools in educational contexts required a sound pedagogical knowledge of how digital resources can be used. The research highlighted the critical role teachers had in linking tikanga Māori (Māori customs and values), pedagogy and technology so that resources capitalised on students', and teachers', digital and cultural capital. The research process involved a non-Māori researcher in a Māori context. This experience was considered against the development of a Kaupapa Māori research methodology. Despite decades of literature and discussion on research methods in Māori contexts, there are only two major methodologies available to the New Zealand researcher. On the one hand is the Western tradition of objectivity and neutrality, with its assumptions about the access to knowledge. On the other hand there is the Kaupapa Māori (practices based on Māori customs and values) methodology based on Māori customs and values such as tapu (restriction and respect), koha (reciprocity and acknowledgement) and aroha (compassion and empathy). To avoid the dichotomous position of these two methodologies, a new research methodology is proposed. It is framed around the process of crafting tukutuku (ornamental lattice work) panels to illustrate how the Māori and western tradition could be “re-framed” for Pākehā undertaking research in Māori contexts, or indeed research based in New Zealand. The project concludes with observations about the combination of tikanga Māori, Māori pedagogies and an in depth knowledge of educational technologies, and the importance of these in learning te reo Māori. It provides a model for learners of te reo Māori, based on those three elements called He Anga e-Whakaako Reo. The Faculty's wider contribution to Māori language revitalisation was also considered. The learners, teachers and resources explored in this research project not only had to deliver academically-rigorous content, but must also maintain the integrity of a threatened indigenous language, which is nothing less than a culture's link between its past and future.},\n\tschool = {Auckland University of Technology},\n\tauthor = {Duder, Elisa Margaret},\n\tyear = {2010},\n\tkeywords = {Aotearoa New Zealand, Digital Resources, Digital tools, Educational technology, Kaupapa Māori (ideologies), Kaupapa Pākehā, Language teaching, Learning te reo Māori, Mixed methodologies, Māori Language revitalisation, Mārama Pū / Critical Awareness, Pedigogical knowledge, Pākehā based models, Te Whanake, Tukutuku research methodology, Western tradition, information technology},\n}\n\n

\n\n\n

\n Te reo Māori (the Māori language) is the heritage language of the indigenous people of New Zealand. Since official colonisation by the British in 1840, the impact of successive Government policies, post-WW2 urbanisation and English-language dominance, have all contributed to significant Māori-language loss. In the 1970s it was realised that Māori as a language would not survive into the next millennium with the decline of the number of native speakers and intergenerational language transmission. Since then, efforts have been made in the revitalisation of te reo Māori, pre- eminent among them the establishment of a Māori-medium schooling system; legal and political recognition of the Māori language; an increase in Māori language broadcasting; and successful marae-based (courtyard and building around the meeting house) and community- based movements aimed at teaching te reo Māori to adults. This project looks at one aspect of Māori language revitalisation: second language learning located in a Māori Development Faculty of an Auckland tertiary provider. The teaching and learning is based on the Te Whanake series written by Professor John Moorfield. The Te Whanake series illustrates the development of language-learning resources over the last thirty years, with the transition from textbooks, tapes and CDs to include a range of online digital tools. This research used a mixed-methods approach to explore both the learner and teacher experience of the digital tools in the second language learning of te reo Māori. The research supported the notion that the successful use of digital tools in educational contexts required a sound pedagogical knowledge of how digital resources can be used. The research highlighted the critical role teachers had in linking tikanga Māori (Māori customs and values), pedagogy and technology so that resources capitalised on students', and teachers', digital and cultural capital. The research process involved a non-Māori researcher in a Māori context. This experience was considered against the development of a Kaupapa Māori research methodology. Despite decades of literature and discussion on research methods in Māori contexts, there are only two major methodologies available to the New Zealand researcher. On the one hand is the Western tradition of objectivity and neutrality, with its assumptions about the access to knowledge. On the other hand there is the Kaupapa Māori (practices based on Māori customs and values) methodology based on Māori customs and values such as tapu (restriction and respect), koha (reciprocity and acknowledgement) and aroha (compassion and empathy). To avoid the dichotomous position of these two methodologies, a new research methodology is proposed. It is framed around the process of crafting tukutuku (ornamental lattice work) panels to illustrate how the Māori and western tradition could be “re-framed” for Pākehā undertaking research in Māori contexts, or indeed research based in New Zealand. The project concludes with observations about the combination of tikanga Māori, Māori pedagogies and an in depth knowledge of educational technologies, and the importance of these in learning te reo Māori. It provides a model for learners of te reo Māori, based on those three elements called He Anga e-Whakaako Reo. The Faculty's wider contribution to Māori language revitalisation was also considered. The learners, teachers and resources explored in this research project not only had to deliver academically-rigorous content, but must also maintain the integrity of a threatened indigenous language, which is nothing less than a culture's link between its past and future.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Te Kōkiri i te Hiranga i te Whakaakoranga, Akoranga Matua. Te mahere rautaki a Ako Aotearoa 2010-2013.\n \n \n \n \n\n\n \n Ako Aotearoa, N. C. f. T. T. E.\n\n\n \n\n\n\n Ako Aotearoa, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{ako_aotearoa_te_2010,\n\ttitle = {Te {Kōkiri} i te {Hiranga} i te {Whakaakoranga}, {Akoranga} {Matua}. {Te} mahere rautaki a {Ako} {Aotearoa} 2010-2013},\n\turl = {https://akoaotearoa.ac.nz/stategic-plan},\n\tabstract = {Kei te kōkiri a Ako Aotearoa i te kaupapa kia whakatau i ngā āhuatanga huapai, whai hua hoki o te whakaakoranga matua ki Aotearoa new Zealand, me pēhea hoki te whakatutuki kia pai ake te whakaakoranga, kia nui ake tōna uara, ā, kia hua mai he putanga pai ake mā ngā ākonga, otirā mā te motu anō hoki. Kua whakatūria a Ako Aotearoa hei tautoko i ngā whakahaere me ngā kaiwhakaako matua o Aotearoa ki te whakatutuki i te whānuitanga o ēnei whakapātaritari. He tīmatanga pū tēnei mā mātou nā te mea nā ēnei āhuatanga matatini, kāore he rongoā kotahi mō te whakanikonikotanga o te whakaakoranga, akoranga matua hoki. He tini ngā āhuatanga o te ritenga pai, o te hiranga hoki i roto i te mātauranga. Nā konei, e toru ā mātou whāinga: • ka whai kia pai, kia whaihua ngā wheako ina tīmata ngā ākonga matua i te akoranga matua, • ka whai kia whai wāhi nui atu ia ākonga ki te whakatutuki angitu ai ā rātou akoranga, ā, • ka poipoi, ka tokotoko i te hiranga whakaakoranga, i ngā kaiako hiranga hoki.},\n\tlanguage = {Te Reo Māori},\n\tpublisher = {Ako Aotearoa},\n\tauthor = {Ako Aotearoa, National Centre for Tertiary Teaching Excellence},\n\tyear = {2010},\n\tkeywords = {Ako Aotearoa, All sectors, Critical Awareness, Goals, Koromakinga, Mahere Rautaki, Mārama pū, Mātāpono, Principles, Rangai katoa, Rautaki, Strategic planning, Support system, Tautoko, Tertiary Teaching New Zealand, Whāinga, vision},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n Indigenous identity and resistance : researching the diversity of knowledge.\n \n \n \n \n\n\n \n Brendan J Hokowhitu; Kermoal, N.; Andersen, C.; Reilly, M.; A. K. C Petersen; Altamirano-Jimenez, I.; Rewi, P.; University of Otago. School of Māori, P. & I. S.; and University of Alberta. Faculty of Native Studies\n\n\n \n\n\n\n Otago University Press, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Indigenous$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{brendan_j_hokowhitu_indigenous_2010,\n\ttitle = {Indigenous identity and resistance : researching the diversity of knowledge},\n\tshorttitle = {Indigenous identity and resistance},\n\turl = {http://www.otago.ac.nz/press/books/otago067044.html},\n\tabstract = {Key Points: 1) A broad and multidisciplinary book representing the new directions scholarship in Indigenous Studies is taking today 2) Global contributors investigate issues such as governance and juridical systems, language and identity, Indigenous Identity and Resistance brings together the work of Indigenous Studies scholars working in Canada, New Zealand and the Pacific in research conversations that transcend the imperial boundaries of the colonial nations in which they are located. Their lucid, accessible, and thought-provoking essays provide a critical understanding of the ways in which Indigenous peoples are rearticulating their histories, knowledges, and the Indigenous self. Hana O'Regan discusses a programme of language regeneration initiated by members of her iwi, Kai Tahu. Chris Andersen describes the power of Canada's colonial nation-state in constructing categories of indigeneity. Brendan Hokowhitu problematises the common discourses underpinning Indigenous resistance. Janine Hayward compares Indigenous political representation in Canada and New Zealand. This is just a snapshot of the forward-looking research in this reader. Taken together, it heralds some new ways of thinking about Indigenous Studies in the 21st Century.},\n\tlanguage = {eng},\n\tpublisher = {Otago University Press},\n\tauthor = {{Brendan J Hokowhitu} and Kermoal, Nathalie and Andersen, Chris and Reilly, Michael and {A. K. C Petersen} and Altamirano-Jimenez, Isabel and Rewi, Poia and University of Otago. School of Māori, Pacific \\& Indigenous Studies and {University of Alberta. Faculty of Native Studies}},\n\tyear = {2010},\n\tkeywords = {Indians of North America Canada Ethnic idenity Congresses., Indians of North America Canada Government relations Congresses., Indians of North America Canada Study and teaching (Higher) Congresses., Indigenous peoples Ethnic identity Congresses., Indigenous peoples Government relations Congresses., Indigenous peoples Study and teaching (Higher) Congresses., Maori (New Zealand people) Ethnic identity Congresses., Maori (New Zealand people) Government relations Congresses., Maori (New Zealand people) Study and teaching (Higher) Congresses.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Reversing Language Shift in Galicia. A Present-Day Perspective.\n \n \n \n \n\n\n \n Skobel, E.\n\n\n \n\n\n\n Ph.D. Thesis, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Reversing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{skobel_reversing_2010,\n\ttitle = {Reversing {Language} {Shift} in {Galicia}. {A} {Present}-{Day} {Perspective}},\n\turl = {http://liu.diva-portal.org/smash/record.jsf?pid=diva2:357015},\n\tabstract = {The present paper is about the current linguistic situation in Galicia and about the prospects of the Galician language in modern times. The language situation in Galicia is that of diglossia; two languages, Spanish and Galician, are spoken in the region. In a situation of diglossia, the two languages are rarely used by the speakers to an equal extent and in the same spheres; most often, there is a relation of competition and/or conflict between the languages; one language enjoys greater prestige than the other, and sometimes, there is a risk for the less prestigious language to be displaced by the dominant one, in a process called language shift. The speakers of the less prestigious language will normally want to preserve it, restore its prestige and protect it from the destructive influence of the dominant language, i.e. to reverse the language shift. Different measures can be taken to attain this purpose, and they can lead to different results, depending on the peculiarities of the linguistic situation},\n\tauthor = {Skobel, Ekaterina},\n\tyear = {2010},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Participant responses to a tertiary-level Maori language immersion programme: Reporting on a questionnaire-based survey.\n \n \n \n\n\n \n Nock, S.\n\n\n \n\n\n\n He Puna Korero: Journal of Maori and Pacific Development, 11(2): 53–76. 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{nock_participant_2010,\n\ttitle = {Participant responses to a tertiary-level {Maori} language immersion programme: {Reporting} on a questionnaire-based survey},\n\tvolume = {11},\n\tissn = {1175-3099},\n\tshorttitle = {Participant responses to a tertiary-level {Maori} language immersion programme},\n\tabstract = {The overall aim of the research project reported here was to collect and analyse data relating to views of students who participated in the Maori language component of a degree programme (Te Tohu Paetahi) offered by the University of Waikato in 2008. The focus here is on the responses of the 25 questionnaire respondents who were in the Hukatai (beginner) language stream. In setting up the programme, every effort was made to ensure that those factors widely regarded as impacting positively on Maori student success rates were catered for. Nevertheless, careful analysis of the data reveals that the presence of a few success inhibiting factors relating to physical and teaching styles and resources were sufficient to destabilize some learners. It also reveals the fact that almost all of the students had little understanding of language proficiency development levels and significantly overestimated their proficiency gains.},\n\tnumber = {2},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Nock, Sophie},\n\tyear = {2010},\n\tkeywords = {Language And Culture, Maori language–Study and teaching, Students, Teaching–Methodology},\n\tpages = {53--76},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Nā wai ngā pokapoka o te ahi marae i whakarite, engari, mā wai āpōpō? Who kept the embers of the home fires burning, and who will tomorrow?.\n \n \n \n \n\n\n \n Te Ruki, G. D. B.\n\n\n \n\n\n\n Ph.D. Thesis, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Nā$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{te_ruki_na_2010,\n\ttitle = {Nā wai ngā pokapoka o te ahi marae i whakarite, engari, mā wai āpōpō? {Who} kept the embers of the home fires burning, and who will tomorrow?},\n\turl = {http://aut.researchgateway.ac.nz/handle/10292/1044?show=full},\n\tabstract = {The aim of this research is to investigate aspects of hapū leadership in a rural marae. This investigation provides a current analysis of the ‘state’ of leadership today for hapū members of Ngāti Unu and Ngāti Kahu associated with Te Kōpua marae. It also examines factors that sustain rural hapū marae leadership, such as te reo, whakapapa, tikanga, kawa, hapū, and iwitanga and the relationships with other hapū and Iwi. The object of this research is to expand and create new knowledge on the state of rural marae leadership in contemporary times. With the changing patterns of traditional leadership within Aotearoa the research seeks to ask how rural marae leadership is formed and maintained within contemporary times using Te Kōpua marae as a case study. It is anticipated that this research will provide a model for the future growth and the sustainability of leadership roles for all hapū members of Te Kōpua marae and other rural marae in the Tainui waka territory. The anticipated outcome is to motivate hapū involvement in leadership roles – with a particular emphasis on sustaining and preserving all aspects of leadership among Ngāti Unu and Ngāti Kahu, of Te Kōpua marae. In addition to a case study of leadership at Te Kōpua marae, this research also explores different theoretical perspectives of leadership within Māoridom. It compares Māori leadership with other leadership styles in the Pacific. However, most of the materials are sourced from Māori writers simply because the kaupapa is Māori leadership. Broadening the scope it is possible to explore the notion of leadership in a wider context. Although there are many forms of leadership within Māoridom, in order to contextualise the understanding and perceptions of those forms a theoretical framework has been developed. This framework, called Te Orokohanga, is located in kaupapa ā-iwi ideology, which best reflects the Māori world-view of the participants who form the basis of this study. Thus, this study has been prompted by the research question, ‘Who kept the embers of the home fires burning, and who will tomorrow? Therefore, how is leadership formed and maintained within contemporary times upon Te Kōpua marae?’ Possible misunderstanding of leadership roles may result in the concepts being practiced and used incorrectly. It is important to determine how hapū members of Te Kōpua marae understand and portray this concept of leadership? Interpretations of leadership from the perspective of participants of Te Kōpua marae, forms the basis of this thesis. One of the essential components to being a leader is the ability to communicate in Māori, hence this thesis is being written in Māori.},\n\tauthor = {Te Ruki, Gary David Brent},\n\tyear = {2010},\n\tkeywords = {Hapū, Marae, Māori leadership, Tikanga Maori, Whakapapa},\n}\n\n

\n\n\n

\n The aim of this research is to investigate aspects of hapū leadership in a rural marae. This investigation provides a current analysis of the ‘state’ of leadership today for hapū members of Ngāti Unu and Ngāti Kahu associated with Te Kōpua marae. It also examines factors that sustain rural hapū marae leadership, such as te reo, whakapapa, tikanga, kawa, hapū, and iwitanga and the relationships with other hapū and Iwi. The object of this research is to expand and create new knowledge on the state of rural marae leadership in contemporary times. With the changing patterns of traditional leadership within Aotearoa the research seeks to ask how rural marae leadership is formed and maintained within contemporary times using Te Kōpua marae as a case study. It is anticipated that this research will provide a model for the future growth and the sustainability of leadership roles for all hapū members of Te Kōpua marae and other rural marae in the Tainui waka territory. The anticipated outcome is to motivate hapū involvement in leadership roles – with a particular emphasis on sustaining and preserving all aspects of leadership among Ngāti Unu and Ngāti Kahu, of Te Kōpua marae. In addition to a case study of leadership at Te Kōpua marae, this research also explores different theoretical perspectives of leadership within Māoridom. It compares Māori leadership with other leadership styles in the Pacific. However, most of the materials are sourced from Māori writers simply because the kaupapa is Māori leadership. Broadening the scope it is possible to explore the notion of leadership in a wider context. Although there are many forms of leadership within Māoridom, in order to contextualise the understanding and perceptions of those forms a theoretical framework has been developed. This framework, called Te Orokohanga, is located in kaupapa ā-iwi ideology, which best reflects the Māori world-view of the participants who form the basis of this study. Thus, this study has been prompted by the research question, ‘Who kept the embers of the home fires burning, and who will tomorrow? Therefore, how is leadership formed and maintained within contemporary times upon Te Kōpua marae?’ Possible misunderstanding of leadership roles may result in the concepts being practiced and used incorrectly. It is important to determine how hapū members of Te Kōpua marae understand and portray this concept of leadership? Interpretations of leadership from the perspective of participants of Te Kōpua marae, forms the basis of this thesis. One of the essential components to being a leader is the ability to communicate in Māori, hence this thesis is being written in Māori.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Engagement with the Mäori Language Benchmark Survey 2009 Volume 1 23.\n \n \n \n \n\n\n \n Fryer, K.\n\n\n \n\n\n\n , 1(April). 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Engagement$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{fryer_engagement_2010,\n\ttitle = {Engagement with the {Mäori} {Language} {Benchmark} {Survey} 2009 {Volume} 1 23},\n\tvolume = {1},\n\turl = {http://www.tetaurawhiri.govt.nz/english/pub_e/regensurvey.pdf},\n\tabstract = {This report represents the results of the benchmark survey on the “engagement with the Māori language,” completed between September and November 2009. The overall aims and goals of the survey are: 1. To better understand Māori participation and engagement in te reo Māori; and 2. To better understand the motivators and inhibitors to improving participation and engagement in te reo Māori. There are key findings listed in each section of the report with supporting data},\n\tnumber = {April},\n\tauthor = {Fryer, Katrina},\n\tyear = {2010},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Engagement with the Māori language benchmark survey 2009. Volume 1.\n \n \n \n\n\n \n Kalafatelis, E.; K Fryer; Hansen, B.; Fifield, R.; New Zealand. Māori Language Commission; and Research New Zealand\n\n\n \n\n\n\n Research New Zealand, Wellington, NZ, 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{kalafatelis_engagement_2010,\n\taddress = {Wellington, NZ},\n\ttitle = {Engagement with the {Māori} language benchmark survey 2009. {Volume} 1},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$V"23 April 2010.", \\$\\$Cgeneral\\_note\\$\\$V"Project number \\#3970."},\n\tlanguage = {eng},\n\tpublisher = {Research New Zealand},\n\tauthor = {Kalafatelis, Emanuel and {K Fryer} and Hansen, Bronwen and Fifield, Royna and {New Zealand. Māori Language Commission} and {Research New Zealand}},\n\tyear = {2010},\n\tkeywords = {Language surveys New Zealand Statistics., Maori language Social aspects Statistics., Maori language Statistics., Reo Māori., Tatauranga.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language shift, bilingualism and the future of Britain's Celtic languages.\n \n \n \n \n\n\n \n Kandler, A.; Unger, R.; and Steele, J.\n\n\n \n\n\n\n Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 365(1559): 3855–64. December 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{kandler_language_2010,\n\ttitle = {Language shift, bilingualism and the future of {Britain}'s {Celtic} languages.},\n\tvolume = {365},\n\tcopyright = {https://www.ncbi.nlm.nih.gov/pmc/about/copyright/},\n\tissn = {1471-2970},\n\turl = {http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2981914&tool=pmcentrez&rendertype=abstract},\n\tdoi = {10.1098/rstb.2010.0051},\n\tabstract = {'Language shift' is the process whereby members of a community in which more than one language is spoken abandon their original vernacular language in favour of another. The historical shifts to English by Celtic language speakers of Britain and Ireland are particularly well-studied examples for which good census data exist for the most recent 100-120 years in many areas where Celtic languages were once the prevailing vernaculars. We model the dynamics of language shift as a competition process in which the numbers of speakers of each language (both monolingual and bilingual) vary as a function both of internal recruitment (as the net outcome of birth, death, immigration and emigration rates of native speakers), and of gains and losses owing to language shift. We examine two models: a basic model in which bilingualism is simply the transitional state for households moving between alternative monolingual states, and a diglossia model in which there is an additional demand for the endangered language as the preferred medium of communication in some restricted sociolinguistic domain, superimposed on the basic shift dynamics. Fitting our models to census data, we successfully reproduce the demographic trajectories of both languages over the past century. We estimate the rates of recruitment of new Scottish Gaelic speakers that would be required each year (for instance, through school education) to counteract the 'natural wastage' as households with one or more Gaelic speakers fail to transmit the language to the next generation informally, for different rates of loss during informal intergenerational transmission.},\n\tnumber = {1559},\n\tjournal = {Philosophical transactions of the Royal Society of London. Series B, Biological sciences},\n\tauthor = {Kandler, Anne and Unger, Roman and Steele, James},\n\tmonth = dec,\n\tyear = {2010},\n\tpmid = {21041210},\n\tkeywords = {19th Century, 20th Century, 21st Century, Cultural Evolution, Emigration And Immigration, Great Britain, History, Human development, Humans, Language, Language Shift, Language: history, Mathematical models, Models, Multilingualism, Mārama pū, Theoretical},\n\tpages = {3855--64},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ka rangona te reo: the development of Māori-language television broadcasting in Aotearoa New Zealand.\n \n \n \n \n\n\n \n Middleton, J.\n\n\n \n\n\n\n Te Kaharoa, 3(1). 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Ka$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{middleton_ka_2010,\n\ttitle = {Ka rangona te reo: the development of {Māori}-language television broadcasting in {Aotearoa} {New} {Zealand}},\n\tvolume = {3},\n\tshorttitle = {Ka rangona te reo},\n\turl = {http://www.tekaharoa.com/index.php/tekaharoa/article/viewArticle/73},\n\tabstract = {New Zealanders today can hear Māori language broadcast in a variety of contexts: on Māori Television and to a lesser extent on state-owned TV1, TV2 and privately-held TV3, on digital platforms and via broadcasters’ programmes-on-demand internet sites. However, these opportunities are a relatively recent development spurred by years of agitation by Māori about the decline of te reo Māori in an English-saturated world and the recognition that the powerful medium of television broadcasting could help promote, protect and enhance reo and tikanga.},\n\tnumber = {1},\n\turldate = {2015-12-21},\n\tjournal = {Te Kaharoa},\n\tauthor = {Middleton, Julie},\n\tyear = {2010},\n}\n\n

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\n \n\n \n \n \n \n \n Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned.\n \n \n \n\n\n \n St. Clair, R. N.\n\n\n \n\n\n\n 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{st._clair_indigenous_2010,\n\ttitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}},\n\tisbn = {0-9670554-4-X},\n\tauthor = {St. Clair, Robert N.},\n\tyear = {2010},\n}\n\n

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\n \n\n \n \n \n \n \n \n Advocating For A Threatened Language: The Case For Maori On Television In Aotearoa/New Zealand.\n \n \n \n \n\n\n \n Bell, A.\n\n\n \n\n\n\n Te Reo, 53: 3–26. 2010.\n primary\n\n\n\n
\n\n\n\n \n \n $\"Advocating$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{bell_advocating_2010,\n\ttitle = {Advocating {For} {A} {Threatened} {Language}: {The} {Case} {For} {Maori} {On} {Television} {In} {Aotearoa}/{New} {Zealand}},\n\tvolume = {53},\n\tcopyright = {Downloading this article incurs a charge from the publisher.},\n\tshorttitle = {Advocating {For} {A} {Threatened} {Language}},\n\turl = {https://search.informit.com.au/documentSummary;res=IELHSS;dn=830323446356268},\n\tabstract = {The Māori text of the Treaty of Waitangi – founding document of Aotearoa/New Zealand – proclaims protection of Māori taonga or treasures. A series of court cases began in the 1980s seeking to obligate the New Zealand Government to recognize the threatened Māori language as such a treasure, and to protect and promote it through its broadcasting interests. For a decade the author acted as an expert witness in these cases through all levels of the New Zealand courts. Presenting international precedents for broadcasting in language maintenance efforts, my evidence argued for the importance of broadcasting to help give Māori the prestige which will make speakers want to use it. Exposure through daily use on mainstream, primetime television could make the difference between the language's death or survival as a full, vital language. The successive cases were all lost, but the courts' judgments required the Government to accept its political obligations to the language through broadcasting. The result was the establishment of Maori Television as a stand-alone channel in 2004. Mainstreaming of Maori on majority-audience, primetime television, however, still shows no sign of occurring in the highly deregulated and competitive New Zealand broadcasting environment.},\n\tlanguage = {eng},\n\tjournal = {Te Reo},\n\tauthor = {Bell, Allan},\n\tyear = {2010},\n\tnote = {primary},\n\tkeywords = {5611, Article, Language Maintenance, Language Planning/Policy, Language Policy, New Zealand, Polynesian Languages, Sociolinguistics, Television},\n\tpages = {3--26},\n}\n\n

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\n \n\n \n \n \n \n \n \n Attitudes of non-Māori New Zealanders towards the use of the Māori in New Zealand English.\n \n \n \n \n\n\n \n De Bres, J.\n\n\n \n\n\n\n New Zealand English Journal Issue, (24): 13. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Attitudes$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{de_bres_attitudes_2010,\n\ttitle = {Attitudes of non-{Māori} {New} {Zealanders} towards the use of the {Māori} in {New} {Zealand} {English}},\n\tissn = {1173-9886},\n\turl = {http://www.victoria.ac.nz/lals/resources/nzej/past-contents/2010-volume-24/Attitudes-of-non-Maori-New-Zealanders-towards-the-use-of-Maori-in-New-Zealand-English.pdf},\n\tabstract = {Examines the attitudes towards the use of Māori words in the context of NZ English as spoken by non-Māori NZers. Focuses on attitudes and behaviours relating to the use of Māori words and phrases and the pronounciation of Māori words.},\n\tlanguage = {eng},\n\tnumber = {24},\n\tjournal = {New Zealand English Journal Issue},\n\tauthor = {De Bres, Julia},\n\tyear = {2010},\n\tkeywords = {English Language – Foreign Words And Phrases – Maori, Maori Language – Social Aspects, New Zealanders, Reo Māori, Sociolinguistics},\n\tpages = {13},\n}\n\n

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\n \n\n \n \n \n \n \n \n Teanga & Tikanga: a comparative study of National broadcasting in a minority language on Māori Television and Teilifís na Gaeilge.\n \n \n \n \n\n\n \n Lysaght, R.\n\n\n \n\n\n\n Ph.D. Thesis, ResearchSpace@Auckland, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Teanga$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{lysaght_teanga_2010,\n\ttype = {Thesis},\n\ttitle = {Teanga \\& {Tikanga}: a comparative study of {National} broadcasting in a minority language on {Māori} {Television} and {Teilifís} na {Gaeilge}},\n\tcopyright = {https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm},\n\tshorttitle = {Teanga \\& {Tikanga}},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/6729},\n\tabstract = {Teilifís na Gaeilge (TG4) and Māori Television are unique amongst minority language television broadcasters in their position as national indigenous channels. Since their launch (TG4 in 1996 and Māori Television in 2004), after decades of campaigns, there has been a blossoming of the image of the minoritised language for both speakers and non-speakers. Relationships between state ideology and the national indigenous language have led to a situation where a minority language television service broadcasts to the entire nation. Two strands are considered here: how the indigenous language interacts with television, resulting in change for both, and how relationships between a linguistic minority and the national majority may be developed and re-imagined via an indigenous national television broadcaster. This study focuses specifically on language use on screen and on set, and the effect these practices have on the image of the language, including how minority language television may speak to non-fluent people who nonetheless feel an affinity with the language and its culture, and who wish to be 'refamiliarised' or reconnected with it. Combining interviews, observation and analysis, as well as considering the political and cultural context of TG4 and Māori Television, this comparative study contributes to the opening up of a new area for Minority Language Media (MLM) research, namely the area of National Indigenous Minority Language Media. The history of language shift in Ireland and New Zealand helps to explain the unusual relationship many people (particularly non-fluent speakers) have with their minoritised indigenous language today. Outlining the development of indigenous national language television in Ireland and New Zealand, and investigating how the challenges posed by using a minority language in national broadcasting are tackled by Māori Television and TG4, this thesis explores the position of the indigenous national language broadcaster in a public service mould. Obliged to 'talk out' to the nation, whilst also 'talking in' to fluent-speaking communities, both television services have engaged creatively with issues of representation. Their inventive 'twisting' of conventional genres and production practices show the effects on television of an alternative language and different cultural norms. Māori Television and TG4 demonstrate that a minority language broadcaster does not have to appeal solely to minority language speakers. The success of the stations in attracting people from 'outside' indicates their international scope, and can serve as a model for the work, possibilities and challenges facing other minority language media outlets in a contemporary context. The inventive ways by which the more traditional elements of language and culture are translated to the television medium also show the many possiblities when the indigenous language is given a space in which to breathe and live according to its own creative potential.},\n\turldate = {2015-12-21},\n\tschool = {ResearchSpace@Auckland},\n\tauthor = {Lysaght, Ruth},\n\tyear = {2010},\n}\n\n

\n\n\n

\n Teilifís na Gaeilge (TG4) and Māori Television are unique amongst minority language television broadcasters in their position as national indigenous channels. Since their launch (TG4 in 1996 and Māori Television in 2004), after decades of campaigns, there has been a blossoming of the image of the minoritised language for both speakers and non-speakers. Relationships between state ideology and the national indigenous language have led to a situation where a minority language television service broadcasts to the entire nation. Two strands are considered here: how the indigenous language interacts with television, resulting in change for both, and how relationships between a linguistic minority and the national majority may be developed and re-imagined via an indigenous national television broadcaster. This study focuses specifically on language use on screen and on set, and the effect these practices have on the image of the language, including how minority language television may speak to non-fluent people who nonetheless feel an affinity with the language and its culture, and who wish to be 'refamiliarised' or reconnected with it. Combining interviews, observation and analysis, as well as considering the political and cultural context of TG4 and Māori Television, this comparative study contributes to the opening up of a new area for Minority Language Media (MLM) research, namely the area of National Indigenous Minority Language Media. The history of language shift in Ireland and New Zealand helps to explain the unusual relationship many people (particularly non-fluent speakers) have with their minoritised indigenous language today. Outlining the development of indigenous national language television in Ireland and New Zealand, and investigating how the challenges posed by using a minority language in national broadcasting are tackled by Māori Television and TG4, this thesis explores the position of the indigenous national language broadcaster in a public service mould. Obliged to 'talk out' to the nation, whilst also 'talking in' to fluent-speaking communities, both television services have engaged creatively with issues of representation. Their inventive 'twisting' of conventional genres and production practices show the effects on television of an alternative language and different cultural norms. Māori Television and TG4 demonstrate that a minority language broadcaster does not have to appeal solely to minority language speakers. The success of the stations in attracting people from 'outside' indicates their international scope, and can serve as a model for the work, possibilities and challenges facing other minority language media outlets in a contemporary context. The inventive ways by which the more traditional elements of language and culture are translated to the television medium also show the many possiblities when the indigenous language is given a space in which to breathe and live according to its own creative potential.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Ngā waiaro atu ki te reo Māori Attitudes toward the Māori language.\n \n \n \n \n\n\n \n New Zealand. Te Puni Kōkiri\n\n\n \n\n\n\n of Whakarāpopotonga (Online) ; 2010-004Te Puni Kōkiri, Wellington, NZ, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Ngā$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._te_puni_kokiri_nga_2010,\n\taddress = {Wellington, NZ},\n\tseries = {Whakarāpopotonga ({Online}) ; 2010-004},\n\ttitle = {Ngā waiaro atu ki te reo {Māori} {Attitudes} toward the {Māori} language.},\n\turl = {http://ndhadeliver.natlib.govt.nz/delivery/DeliveryManagerServlet?dps_pid=IE21614297&dps_custom_att_1=ilsdb},\n\tabstract = {Conclusion: The results of the three Surveys of Attitudes Toward the Mäori Language indicate that good progress is being made in achieving the goal of having the language valued by all New Zealanders. The very high levels of Mäori respondents who displayed positive attitudes toward the language indicate that a large pool of potential speakers exists. This population is the core group that will ensure the success or otherwise of Mäori language revitalisation. The Surveys indicate that there are increasingly high levels of positive attitudes toward the language amongst non-Mäori. Both Mäori and non-Mäori respondents to the Surveys continue to be supportive of Government involvement in language revitalisation. Both groups are especially supportive of Government-funded Mäori language broadcasting. Support for the Mäori language does not necessarily result in participation in languagerelated activities that Mäori communities or the Government are providing. This indicates that there is still considerable work for Government and Mäori to do to help turn positive attitudes into actions. The challenge for educators, policymakers, and community leaders is to fi nd means to translate the positive attitudes Mäori hold toward their language into actions that will contribute towards its continued revitalisation. This needs to be done in a way that also contributes to maintaining the positive attitudes toward the language that non-Mäori hold.},\n\tlanguage = {eng;mao},\n\tpublisher = {Te Puni Kōkiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2010},\n\tkeywords = {Language surveys New Zealand., Maori (New Zealand people) Attitudes., Maori language Public opinion., New Zealanders Attitudes, Rangahau Māori., Reo Māori.},\n}\n\n

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\n \n\n \n \n \n \n \n \n Tai Ya in Thailand Present and Future : Reversing Language Shift.\n \n \n \n \n\n\n \n Tehan, T. M; and Dawkins, E.\n\n\n \n\n\n\n Technical Report December, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Tai$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{tehan_tai_2010,\n\ttitle = {Tai {Ya} in {Thailand} {Present} and {Future} : {Reversing} {Language} {Shift}},\n\turl = {http://ic.payap.ac.th/graduate/linguistics/papers/Tai_Ya_Vitality_Paper_Dec2010.pdf},\n\tabstract = {In 2007 the results of a sociolinguistic survey of the Tai Ya in Thailand were compiled. The purpose of the survey was to ascertain the likely need (or lack of need) for vernacular literature in Tai Ya in Thailand. This current research paper takes a different perspective on the data and investigates endangerment and vitality issues related to the respective Tai Ya speech communities in Thailand. First aspects of the survey report are summarized: the Tai Ya are put into a geographical and linguistic context, and the results of the survey relevant to vitality are discussed. Then those vitality results are compared to other selected people groups in Thailand. Joshua Fishman's Graded Intergenerational Disruption Scale (GIDS), Crystal's language revitalization prerequisites, the UNESCO committee's proposed language vitality and endangerment assessment, and Lewis and Simons' Extended GIDS are used to help analyze the significance of the results. These four vitality models indicate that the Tai Ya language is endangered. However, several things could be done to enhance the vitality of the language. It is not a foregone conclusion that Tai Ya in Thailand will become extinct, but the next decade or so is a crucial time if Tai Ya is to reverse its language shift to Northern Thai. The vitality of Tai Ya is also compared to a similar assessment of the Mpi language that was published in Mon-Khmer Studies (Tehan and Nahhas 2009). An interlinearized narrative of Tai Ya collected and prepared by Julie Kletzing is appended as an example of the Tai Ya language},\n\tnumber = {December},\n\tauthor = {Tehan, Thomas M and Dawkins, Erin},\n\tyear = {2010},\n\tpages = {1--42},\n}\n\n

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\n \n\n \n \n \n \n \n Ka Rangona te Reo : The Development of Māori -language Television Broadcasting in Aotearoa New Zealand.\n \n \n \n\n\n \n Neill, K.\n\n\n \n\n\n\n Te Kaharoa. 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{neill_ka_2010,\n\ttitle = {Ka {Rangona} te {Reo} : {The} {Development} of {Māori} -language {Television} {Broadcasting} in {Aotearoa} {New} {Zealand}},\n\tjournal = {Te Kaharoa},\n\tauthor = {Neill, Karen},\n\tyear = {2010},\n}\n\n

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\n \n\n \n \n \n \n \n \n Rangatiratanga and Ōritetanga: responses to the Treaty of Waitangi in a New Zealand study.\n \n \n \n \n\n\n \n Wyeth, E. H.; Derrett, S.; Hokowhitu, B.; Hall, C.; and Langley, J.\n\n\n \n\n\n\n Ethnicity & health, 15(3): 303–316. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Rangatiratanga$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{wyeth_rangatiratanga_2010,\n\ttitle = {Rangatiratanga and Ōritetanga: responses to the {Treaty} of {Waitangi} in a {New} {Zealand} study},\n\tvolume = {15},\n\tshorttitle = {Rangatiratanga and Ōritetanga},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13557851003721194},\n\tnumber = {3},\n\turldate = {2015-12-21},\n\tjournal = {Ethnicity \\& health},\n\tauthor = {Wyeth, Emma H. and Derrett, Sarah and Hokowhitu, Brendan and Hall, Craig and Langley, John},\n\tyear = {2010},\n\tpages = {303--316},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Puna o Waiōrea.\n \n \n \n \n\n\n \n Aperahama, H.\n\n\n \n\n\n\n He Muka. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{aperahama_te_2010,\n\ttitle = {Te {Puna} o {Waiōrea}},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka whakamōhiotia Te Puna o Waiōrea, tētahi rōpū e whakarato ana i ngā whakaakoranga reo Māori mō te whakamahi i te reo ki te kāinga, ki te hunga pakeke, tamariki anō hoki ki Tāmaki Makaurau., Introduces Te Puna o Waiōrea, a group providing Māori language lessons for language use in the home to adults and children in Auckland.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Aperahama, Hareruia},\n\tyear = {2010},\n\tkeywords = {Language And Culture, Maori (New Zealand People) – Language, Māori Language – Study And Teaching, Reo Māori, Whānau},\n}\n\n

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\n \n\n \n \n \n \n \n \n The native speaker and the mother tongue.\n \n \n \n \n\n\n \n Love, N.; and Ansaldo, U.\n\n\n \n\n\n\n Language Sciences, 32(6): 589–593. November 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@article{love_native_2010,\n\ttitle = {The native speaker and the mother tongue},\n\tvolume = {32},\n\tissn = {03880001},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0388000110000653},\n\tdoi = {10.1016/j.langsci.2010.09.003},\n\tnumber = {6},\n\tjournal = {Language Sciences},\n\tauthor = {Love, Nigel and Ansaldo, Umberto},\n\tmonth = nov,\n\tyear = {2010},\n\tkeywords = {language and identity},\n\tpages = {589--593},\n}\n\n

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\n \n\n \n \n \n \n \n \n 2009 rangahau i ngā waiaro, ngā uara me ngā whakapono mō te reo Māori = 2009 survey of attitudes, values and beliefs towards the Māori language.\n \n \n \n \n\n\n \n New Zealand. Te Puni Kōkiri\n\n\n \n\n\n\n Technical Report Te Puni Kōkiri, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"2009$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{new_zealand._te_puni_kokiri_2009_2010,\n\ttitle = {2009 rangahau i ngā waiaro, ngā uara me ngā whakapono mō te reo {Māori} = 2009 survey of attitudes, values and beliefs towards the {Māori} language},\n\turl = {https://www.tpk.govt.nz/documents/download/264/2010%2009%2001%20RP%202009%20Survey%20of%20Attitudes%2c%20Values%20and%20Beliefs%20Towards%20the%20Maori%20Language.pdf},\n\tabstract = {This report provides a snapshot of the attitudes, values and beliefs of New Zealanders towards the Māori language in 2009. It is the 5 in a series of similar reports which have taken place since 2000. The findings show that Māori and non-Māori attitudes towards the Māori language were optimistic in relation to the revised Government focused strategy which outlined the need for Government to: 1. Strengthen language skills; 2. Strengthen language use; 3. Strengthen education opportunities; 4. Strengthen community leadership; and 5. Strengthen recognition of the Mäori language. This report has been prepared in two parts. The first analyses findings from the 2009 attitudes survey and the second part compares 2009 attitudes survey data with previous years, identifying emerging trends. The key areas of analysis are: Values; Attitudes and beliefes about the language; results for Māori, differences between Māori and non-Māori , changes in attitudes since 2000,the role of Government; and participation in Mäori language and culture related activities. The report covers methodology and the appendices contain a bibliography and the graphs and tables that outline the data.},\n\tlanguage = {eng;mao},\n\tinstitution = {Te Puni Kōkiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2010},\n\tkeywords = {Language maintenance New Zealand., Language surveys New Zealand., Maori (New Zealand people) Attitudes., Maori language Public opinion., Maori language Statistics., Maori language Usage., New Zealanders Attitudes., Rangahau Māori., Reo Māori., Tatauranga.},\n\tpages = {84},\n}\n\n

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\n \n\n \n \n \n \n \n \n He Kāinga Kōrerorero.\n \n \n \n \n\n\n \n Mataira, T. H.\n\n\n \n\n\n\n He Muka. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{mataira_he_2010,\n\ttitle = {He {Kāinga} {Kōrerorero}},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka kōrerohia tētahi kaupapa a Te Ataarangi hei tautoko i te whakamahi i te reo Māori ki ngā kāinga., Talks about a Te Ataarangi initiative to support the use of te reo Māori (the Māori language) in homes.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Mataira, Te Heikōkō},\n\tyear = {2010},\n\tkeywords = {Language And Culture, Language Maintenance, Maori (New Zealand People) – Language, Maori Language – Social Aspects, Māori Language, Reo Māori, Whānau},\n}\n\n

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\n \n\n \n \n \n \n \n \n He whānau o He Kāinga Kōrerorero.\n \n \n \n \n\n\n \n Hammond, H.\n\n\n \n\n\n\n He Muka, 23(1 Ngahuru): 10–11. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hammond_he_2010,\n\ttitle = {He whānau o {He} {Kāinga} {Kōrerorero}},\n\tvolume = {23},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/assets/Corporate-publications/He-Muka/2010/Putanga-23-1-Ngahuru-2010.pdf},\n\tabstract = {Ka kōrerohia te urunga atu o tōna whānau ki He Kāinga Kōrerorero, me ngā wero o te kōrero Māori ki āna tamariki., Talks about being a participating family in He Kāinga Kōrerorero, and the challenges of speaking te reo Māori to her children.},\n\tlanguage = {mao},\n\tnumber = {1 Ngahuru},\n\tjournal = {He Muka},\n\tauthor = {Hammond, Hiria},\n\tyear = {2010},\n\tkeywords = {Families, Hammond, Hiria, Language And Culture, Maori (New Zealand People) – Language, Maori Language – Social Aspects, Māori Language – Study And Teaching, Reo Māori, Whānau},\n\tpages = {10--11},\n}\n\n

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\n \n\n \n \n \n \n \n \n The impact on te reo Māori of trans-Tasman migration.\n \n \n \n \n\n\n \n Hamer, Paul\n\n\n \n\n\n\n of Institute of Policy Studies working paper ; 10/08Institute of Policy Studies, Wellington, NZ, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{hamer_paul_impact_2010,\n\taddress = {Wellington, NZ},\n\tseries = {Institute of {Policy} {Studies} working paper ; 10/08},\n\ttitle = {The impact on te reo {Māori} of trans-{Tasman} migration},\n\turl = {http://igps.victoria.ac.nz/WP%20PDF/2010/IPS%20WP%201011.pdf},\n\tabstract = {The Māori population in Australia has grown enormously since the 1970s, to the extent that now approximately one in six Māori live across the Tasman. During that same period there has been a concerted official and community effort to revitalise te reo Māori in New Zealand. While it is difficult to gauge the extent of the impact on te reo in New Zealand of this migration, census data show that many thousands of speakers of te reo have moved to Australia since the 1980s. This fact is routinely overlooked in assessments of the language’s health in New Zealand. Qualitative data also suggest that the loss of students and teachers of te reo from Māori immersion, bilingual and as‐a‐subject settings is a relatively common occurrence. In Australia itself, however, te reo faces major obstacles to successful maintenance and intergenerational transmission, and in fact the language suffers one of the highest rates of ‘shift’ of any Australian community language. That said, many Māori in Australia have high levels of motivation to learn their language, and commitment to te reo is likely to be a small but contributing factor to Māori return migration to New Zealand.},\n\tlanguage = {eng},\n\tpublisher = {Institute of Policy Studies},\n\tauthor = {{Hamer, Paul}},\n\tyear = {2010},\n\tkeywords = {Immigrants Australia., Language maintenance Australia., Language maintenance New Zealand., Maori (New Zealand people) Australia., Maori language Australia., Maori language New Zealand., Matareo., Reo Māori., Tāngata whenua.},\n}\n\n

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\n \n\n \n \n \n \n \n Te Waikāmihi ki te Pō, Te Waikāmihi ki te Ao.\n \n \n \n\n\n \n Hata, A.\n\n\n \n\n\n\n Ph.D. Thesis, 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{hata_te_2010,\n\ttitle = {Te {Waikāmihi} ki te {Pō}, {Te} {Waikāmihi} ki te {Ao}},\n\tauthor = {Hata, Alexandra},\n\tyear = {2010},\n}\n\n

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\n \n\n \n \n \n \n \n The Multi-dimensional Model of Maori Identity and Cultural Engagement.\n \n \n \n\n\n \n Houkamau, C. A.; and Sibley, C. G.\n\n\n \n\n\n\n New Zealand Journal of Psychology, 39(1): 8. 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{houkamau_multi-dimensional_2010,\n\ttitle = {The {Multi}-dimensional {Model} of {Maori} {Identity} and {Cultural} {Engagement}},\n\tvolume = {39},\n\tissn = {0112-109X},\n\tabstract = {A Multi-dimensional Model of Maori Identity and Cultural Engagement (MMMICE) is proposed. The MMM-ICE is a hierarchically organised self-report (Likert-type) instrument designed to assess six distinct dimensions of identity and cultural engagement in Maori populations. Scale content was developed based on a detailed review of qualitative and quantitative literature on Maori identity and related constructs, and was extensively pilot tested with Maori from various backgrounds. The six dimensions assessed by the MMM-ICE are: (1) Group Membership Evaluation, (2) Socio-Political Consciousness, (3) Cultural Efficacy and Active Identity Engagement, (4) Spirituality, (5) Interdependent Self-Concept, and (6) Authenticity Beliefs. These dimensions are subsumed under more general or abstracted factors representing (at the third-tier level of analysis): (1) Self-Identification and Cultural Engagement in Socio-Political Context, (2) Enculturated Experiences of Maori Identity Traditions, and (3) Constitutive Representations of "Being" Maori. Exploratory Factor Analysis of 270 people who self-identified as Maori and/or had ancestors who were Maori provided good support for the proposed factorial structure. We argue that the MMM-ICE provides a culturally sensitive, valid and reliable self-report measure of subjective identification as Maori. A full version of the MMM-ICE is included.},\n\tlanguage = {English},\n\tnumber = {1},\n\tjournal = {New Zealand Journal of Psychology},\n\tauthor = {Houkamau, Carla A. and Sibley, Chris G.},\n\tyear = {2010},\n\tkeywords = {8NEWZ, Cultural identity–Models, Identification equipment–Evaluation, Maoris–Demographic aspects, Maoris–Social aspects, New Zealand},\n\tpages = {8},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Kāinga Kōrerorero.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n He Muka. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_te_2010,\n\ttitle = {Te {Kāinga} {Kōrerorero}},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka uiuitia a Suezanne rāua ko Ewan Pohe mō ngā hua pai, mō ngā wero o te huri kia reo Māori te kāinga., Interviews Suezanne and Ewan Pohe about the benefits and challenges of transitioning to a Māori language home environment.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tyear = {2010},\n\tkeywords = {Ewan, Māori (New Zealand People) – Language, Pohe, Reo Māori, Suezanne, Whānau},\n}\n\n

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\n \n\n \n \n \n \n \n Te Aukume o Taku Reo: He Aha nga Wheako ki ta te Akonga e whai Hua ai i roto i nga Wananga Rumaki?.\n \n \n \n\n\n \n Muller, M.\n\n\n \n\n\n\n Victoria University of Wellington, 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{muller_te_2010,\n\ttitle = {Te {Aukume} o {Taku} {Reo}: {He} {Aha} nga {Wheako} ki ta te {Akonga} e whai {Hua} ai i roto i nga {Wananga} {Rumaki}?},\n\tshorttitle = {Te {Aukume} o {Taku} {Reo}},\n\tabstract = {The perilous state of the Maori language in Aotearoa continues to have an impact on the social, cultural and linguistic identity of Maori. Despite this critical state, Maori have been at the forefront of language revitalisation amongst Indigenous peoples globally. For over 30 years Maori have worked towards reversing language shift through different language revitalisation movements. These diverse language revitalisation initiatives recognise the importance of immersion wananga in not only the acquisition of language and culture but also in understanding and appreciating Maori identity. This thesis will examine the significance of immersion wananga and how this uniquely Maori pedagogical paradigm extends the student's learning experience beyond just the acquisition of language.},\n\tlanguage = {en\\_NZ},\n\tpublisher = {Victoria University of Wellington},\n\tauthor = {Muller, Maureen},\n\tyear = {2010},\n\tkeywords = {Oranga reo, Rumaki, Wananga},\n}\n\n

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\n \n\n \n \n \n \n \n \n Towards a theoretical framework of heritage language literacy and identity processes.\n \n \n \n \n\n\n \n Lo-Philip, S. W.\n\n\n \n\n\n\n Linguistics and Education, 21(4): 282–297. December 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Towards$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{lo-philip_towards_2010,\n\ttitle = {Towards a theoretical framework of heritage language literacy and identity processes},\n\tvolume = {21},\n\tissn = {08985898},\n\turl = {hthttp://www.sciencedirect.com/science/article/pii/S0898589810000781tp://linkinghub.elsevier.com/retrieve/pii/S0898589810000781},\n\tdoi = {10.1016/j.linged.2010.09.001},\n\tabstract = {Drawing mainly on Pierre Bourdieu's notions of symbolic capital, Bakhtin's concept of voice and heteroglossia in the novel, and Gee's theory of Discourses and the term third space as applied in education, I construct a theoretical framework for heritage language (HL) literacy and identity processes. I propose that HL literacy acquisition be viewed as identity processes that encompass the acquisition of voice as a means of learning how to design the self and others. I suggest that a reconceptualization of the HL learner as possessing unique characteristics from the overarching label of “second language learner” is necessary. Finally, I argue that an investigation of the dominant language and HL and Discourses is necessary for understanding HL literacy development and identity processes.},\n\tnumber = {4},\n\turldate = {2016-07-17},\n\tjournal = {Linguistics and Education},\n\tauthor = {Lo-Philip, Stephanie Wing-Yan},\n\tmonth = dec,\n\tyear = {2010},\n\tkeywords = {Language acquisition, heritage language development, heritage literacy development, language and identity, language and literacy development, second},\n\tpages = {282--297},\n}\n\n

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\n \n\n \n \n \n \n \n \n Teaching Te Reo Māori as a second language in primary schools: Two case studies.\n \n \n \n \n\n\n \n Hill, R.\n\n\n \n\n\n\n Waikato Journal of Education, (3): 35–49. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Teaching$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hill_teaching_2010,\n\ttitle = {Teaching {Te} {Reo} {Māori} as a second language in primary schools: {Two} case studies.},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/6148},\n\tabstract = {The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Māori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.},\n\tnumber = {3},\n\tjournal = {Waikato Journal of Education},\n\tauthor = {Hill, Richard},\n\tyear = {2010},\n\tkeywords = {curriculum, learning, new zealand curriculum, second languages, te reo Māori},\n\tpages = {35--49},\n}\n\n

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\n \n\n \n \n \n \n \n \n Using Traditional Māori Waiata for the Restoration of Language Fnctions in Pare Hauraki: He Tauira Whakatakotoranga o te Whare Tāhuhu Kōrero o Pare Hauraki.\n \n \n \n \n\n\n \n Ngāpō, K.\n\n\n \n\n\n\n He Pukenga Kōrero, 9(2): 44–50. 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Using$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{ngapo_using_2010,\n\ttitle = {Using {Traditional} {Māori} {Waiata} for the {Restoration} of {Language} {Fnctions} in {Pare} {Hauraki}: {He} {Tauira} {Whakatakotoranga} o te {Whare} {Tāhuhu} {Kōrero} o {Pare} {Hauraki}},\n\tvolume = {9},\n\turl = {http://www.hepukengakorero.com/index.php/HPK/article/viewFile/7/pdf},\n\tabstract = {Some of the challenges of Máori language revitalisation and restoration for iwi who were affected by language decline are the focus of this paper. Twenty Hauraki waiata from the early 1800s will be drawn on to highlight the way these types of waiata can be used today to help develop higher forms of whaikörero. Two major components form this paper. First, a linguistic analysis of the twenty waiata will be undertaken. The method used to carry out the linguistic analysis is similar to that used by the late Sir Apirana Ngata in the production of his seminal work Ngá Möteatea. This method draws on advice from experts who have knowledge and skills in deciphering and decoding metaphorical and symbolic passages in traditional waiata and whaikörero. Possible interpretations are explored and these are compared with other known translations. The second component of this paper will report on a Máori language programme developed by the researcher to help develop higher forms of traditional Máori oratory in the Hauraki region. Insights into a model that employs language acquisition techniques to promote and accelerate the rejuvenation of traditional forms of whaikörero are presented},\n\tnumber = {2},\n\tjournal = {He Pukenga Kōrero},\n\tauthor = {Ngāpō, Korohere},\n\tyear = {2010},\n\tpages = {44--50},\n}\n\n

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@book{farfan_new_2010,\n\ttitle = {New perspectives on endangered languages: {Bridging} gaps between sociolinguistics, documentation and language revitalization},\n\turl = {http://jaf.lenguasindigenas.mx/docs/2010a-new-perspectives-on-endangered-languages-john-benjamins-amsterdam.pdf},\n\tauthor = {Farfán, José Antonio Flores and Ramallo, Fernando},\n\tyear = {2010},\n}\n\n

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@book{muller_te_2010,\n\ttitle = {Te {Aukume} o {Taku} {Reo}: {He} {Aha} nga {Wheako} ki ta te {Akonga} e whai {Hua} ai i roto i nga {Wananga} {Rumaki}?},\n\tauthor = {Muller, Maureen},\n\tyear = {2010},\n}\n\n

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\n \n\n \n \n \n \n \n \n For whom does language death toll? Cautionary notes from the Basque case.\n \n \n \n \n\n\n \n Echeverria, B.\n\n\n \n\n\n\n Linguistics and Education, 21(3): 197–209. September 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"For$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{echeverria_for_2010,\n\ttitle = {For whom does language death toll? {Cautionary} notes from the {Basque} case},\n\tvolume = {21},\n\tissn = {08985898},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0898589809000655},\n\tdoi = {10.1016/j.linged.2009.10.001},\n\tnumber = {3},\n\tjournal = {Linguistics and Education},\n\tauthor = {Echeverria, Begoña},\n\tmonth = sep,\n\tyear = {2010},\n\tkeywords = {basque country, gender and ethnic identity, iriak, language and education, language revitalization, lerren artean daure zazpi, mendi-andi, naparrako iparraltean erronkari ibaxa},\n\tpages = {197--209},\n}\n\n

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@article{krageloh_taking_2010,\n\ttitle = {{TAKING} {PRIDE} {IN} {TE} {REO} {MAORI}: {HOW} {REGULAR} {SPELLING} {PROMOTES} {LITERACY} {ACQUISITION}},\n\tvolume = {16},\n\tissn = {1173-5562, 1173-5562},\n\turl = {http://search.informit.com.au/documentSummary;dn=602665803989241;res=IELHSS},\n\tabstract = {Previous literature on the beneficial effects of Mâori-medium education on revitalisation of Te Reo Maori has focused almost exclusively on the importance of cultural ntextualisation. The present article wishes to draw attention to an additional potential contributing factor to the sttccess of these programmes. Based on a wealth of evidence from cross-language cotnparisotis, it is argued that the orthographic consistency of the tatiguage, its regular spelling, is likely to resttlt in rapid reading acquisition dtie to the ea.se in which letter-sound relatiotiships can be leatned. Additionally, learning to read in an orthographically consistent language optinti,ses the development of phonological processing skills and successful reading strategies, which can later be tratt.sferred to literacy acquisition in English. A strotig foundation in phonological processing skills protects particularly at-risk students from reading failure. Since Maori students in tnainstreatn schools are particularly vulnerable to experiencitig reading difficulties, the prospect that the linguistic properties of Te Reo Maori, the language of their ancestors, cottld contribute to the alleviation of such deficits, substantially enhances the appeal of Mäori-tnedium education.},\n\tnumber = {I},\n\tjournal = {New Zealand Studies in Applied Linguistics},\n\tauthor = {Krāgeloh, Christian U and Neha, Tia N.},\n\tyear = {2010},\n\tpages = {65--75},\n}\n\n

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@article{fernando_model_2010,\n\ttitle = {A {Model} of the {Mechanisms} of {Language} {Extinction} and {Revitalization} {Strategies} to {Save} {Endangered} {Languages}},\n\tvolume = {82},\n\tissn = {1534-6617},\n\turl = {https://muse.jhu.edu/journals/human_biology/v082/82.1.fernando.html},\n\tabstract = {Why and how have languages died out? We have devised a mathematical model to help us understand how languages go extinct. We use the model to ask whether language extinction can be prevented in the future and why it may have occurred in the past. A growing number of mathematical models of language dynamics have been developed to study the conditions for language coexistence and death, yet their phenomenological approach compromises their ability to influence language revitalization policy. In contrast, here we model the mechanisms underlying language competition and look at how these mechanisms are influenced by specific language revitalization interventions, namely, private interventions to raise the status of the language and thus promote language learning at home, public interventions to increase the use of the minority language, and explicit teaching of the minority language in schools. Our model reveals that it is possible to preserve a minority language but that continued long-term interventions will likely be necessary. We identify the parameters that determine which interventions work best under certain linguistic and societal circumstances. In this way the efficacy of interventions of various types can be identified and predicted. Although there are qualitative arguments for these parameter values (e.g., the responsiveness of children to learning a language as a function of the proportion of conversations heard in that language, the relative importance of conversations heard in the family and elsewhere, and the amplification of spoken to heard conversations of the high-status language because of the media), extensive quantitative data are lacking in this field. We propose a way to measure these parameters, allowing our model, as well as others models in the field, to be validated.},\n\tnumber = {1},\n\turldate = {2015-12-17},\n\tjournal = {Human Biology},\n\tauthor = {Fernando, Chrisantha and Valijärvi, Riitta-Liisa and Goldstein, Richard A.},\n\tyear = {2010},\n\tnote = {{\\textbackslash}textlessp{\\textbackslash}textgreaterVolume 82, Number 1, February 2010{\\textbackslash}textless/p{\\textbackslash}textgreater},\n\tpages = {47--75},\n}\n\n

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@book{ako_aotearoa_champion_2010,\n\ttitle = {Champion {Excellence} in {Tertiary} {Teaching} and {Learning}. {Ako} {Aotearoa}'s strategic plan: 2010-2013},\n\turl = {https://akoaotearoa.ac.nz/stategic-plan},\n\tabstract = {Ako Aotearoa leads the drive to establish what counts as good and effective tertiary teaching in Aotearoa, New Zealand and to make it happen, so that teaching is better, is better valued and produces better outcomes for learners and the nation. Ako Aotearoa has been established to support New Zealand’s tertiary education organisations and educators to meet these wide-ranging challenges. A key starting point for us is that because of these complexities, there is no single solution for the enhancement of tertiary teaching and learning. Good practice and excellence in education comes in many forms. With this in mind, our aims are three-fold: • to ensure that all tertiary learners enjoy good and worthwhile experiences when they embark on tertiary study, • to ensure that every learner has the maximum opportunity to complete their studies successfully, and • to nurture and sustain both teaching excellence and excellent teachers},\n\turldate = {2016-07-12},\n\tpublisher = {Ako Aotearoa},\n\tauthor = {Ako Aotearoa, National Centre for Tertiary Teaching Excellence},\n\tyear = {2010},\n\tkeywords = {Ako Aotearoa, All sectors, Critical Awareness, Goals, Koromakinga, Māhere Rautaki, Mārama pū, Mātāpono, Principles, Rangai katoa, Rautaki, Strategic planning, Support system, Tautoko, Tertiary Teaching New Zealand, Whāinga, vision},\n}\n\n

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@article{de_bres_promoting_2010,\n\ttitle = {Promoting a minority language to majority language speakers: television advertising about the {Māori} language targeting non-{Māori} {New} {Zealanders}},\n\tvolume = {31},\n\tshorttitle = {Promoting a minority language to majority language speakers},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01434632.2010.515988},\n\tnumber = {6},\n\turldate = {2015-12-01},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {De Bres, Julia},\n\tyear = {2010},\n\tpages = {515--529},\n}\n\n

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@book{fletcher_motivating_2010,\n\taddress = {Wellington, NZ},\n\ttitle = {Motivating literacy learners in today's world},\n\tisbn = {978-1-877398-65-0},\n\tabstract = {Machine-generated Contents note: Chapter 1 Motivating children to read through literature Teresa Cremin – Chapter 2 Motivating young writers Noella Mackenzie – Chapter 3 Writing in primary and middle schooling: Managing myths about student motivation Judy M. Parr and Kathryn Glasswell – Chapter 4 Supporting students who struggle with language Elspetti McCartney and Sue Ellis – Chapter 5 Phonological awareness: Motivating early literacy success Gail Gillon and Brigid McNeill – Chapter 6 Motivating children with dyslexia John Everatt and Gavin Reid – Chapter 7 Fostering story comprehension: Motivating struggling readers to engage in literature-based activities Marleen F. Westerveld – Chapter 8 Motivating Māori students in literacy learning: Listening to culture Angus Hikairo Macfarlane – Chapter 9 Motivating Pasifika students in literacy learning Jo Fletcher, Faye Parkhill, Amosa Fa'afoi and Tufulasi Taleni – Chapter 10 Asian student voices: Approaches in reading that motivate or provoke dissonance in their in their journey towards being successful readers of English Faye Parkhill and Jo Fletcher – Chapter 11 Playing with text Janinka Greenwood – Chapter 12 Multiliteracies and learning in a new age Nicola Yelland., This book is a tool for researchers, educators, teachers and undergraduate and postgraduate teachers who have an interest in understanding ways to enhance children's motivation in reading, writing and oral language.},\n\tlanguage = {eng},\n\tpublisher = {NZCER Press},\n\tauthor = {Fletcher, Jo and Parkhill, Faye and Gillon, Gail T.},\n\tyear = {2010},\n\tkeywords = {Literacy Study and teaching (Elementary) New Zealand., Motivation in education New Zealand.},\n}\n\n

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@article{gallegos_research_2010,\n\ttitle = {Research {Note}: {Comparing} indigenous language revitalisation: {Te} reo {Māori} in {Aotearoa} {New} {Zealand} and {Mapudungun} in {Chile}},\n\tvolume = {51},\n\tissn = {13607456},\n\turl = {http://doi.wiley.com/10.1111/j.1467-8373.2009.01418.x},\n\tdoi = {10.1111/j.1467-8373.2009.01418.x},\n\tnumber = {1},\n\tjournal = {Asia Pacific Viewpoint},\n\tauthor = {Gallegos, Carina and Murray, Warwick E. and Evans, Monica},\n\tmonth = apr,\n\tyear = {2010},\n\tkeywords = {chile},\n\tpages = {91--104},\n}\n\n

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@article{hamer_impact_2010,\n\ttitle = {The impact on te reo {Māori} of trans-{Tasman} migration},\n\turl = {http://igps.victoria.ac.nz/WP PDF/2010/IPS WP 1011.pdf},\n\tabstract = {The Māori population in Australia has grown enormously since the 1970s, to the extent that now approximately one in six Māori live across the Tasman. During that same period there has been a concerted official and community effort to revitalise te reo Māori in New Zealand. While it is difficult to gauge the extent of the impact on te reo in New Zealand of this migration, census data show that many thousands of speakers of te reo have moved to Australia since the 1980s. This fact is routinely overlooked in assessments of the language's health in New Zealand. Qualitative data also suggest that the loss of students and teachers of te reo from Māori immersion, bilingual and as‐a‐subject settings is a relatively common occurrence. In Australia itself, however, te reo faces major obstacles to successful maintenance and intergenerational transmission, and in fact the language suffers one of the highest rates of ‘shift' of any Australian community language. That said, many Māori in Australia have high levels of motivation to learn their language, and commitment to te reo is likely to be a small but contributing factor to Māori return migration to New Zealand},\n\tnumber = {July},\n\tjournal = {Institute of Policy Studies},\n\tauthor = {Hamer, Paul},\n\tyear = {2010},\n\tkeywords = {Language Shift, te reo Māori, trans-Tasman migration},\n\tpages = {1--84},\n}\n\n

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@article{bishop_te_2010,\n\ttitle = {Te {Kotahitanga}: culturally responsive professional development for teachers},\n\tvolume = {14},\n\tissn = {1366-4530},\n\tshorttitle = {Te {Kotahitanga}},\n\tdoi = {10.1080/13664530.2010.494497},\n\tabstract = {Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand’s indigenous Māori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Māori students, their families, principals and some of their teachers, provides direction and focus for both the classroom pedagogy and the professional development. While the authors understand that there are many institutional changes necessary at the school level, this paper focuses on the professional learning opportunities developed for classroom teachers within this project to support the development of more effective classroom relationships and interactions with Māori students. This has resulted in Māori students attending school more regularly, engaging as learners and achieving to levels where they begin to realise their true potential.},\n\tnumber = {2},\n\tjournal = {Teacher Development},\n\tauthor = {Bishop, Russell and Berryman, Mere},\n\tyear = {2010},\n\tkeywords = {Classroom Interactions, Indigenous, Māori, Pedagogy, Relationships},\n\tpages = {173--187},\n}\n\n

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@article{moore_counting_2010,\n\ttitle = {Counting the losses: numbers as the language of language endangerment},\n\tvolume = {4},\n\tissn = {17508657},\n\turl = {http://www.equinoxjournals.com/SS/article/view/6952},\n\tdoi = {10.1558/sols.v4i1.1},\n\tnumber = {1},\n\tjournal = {Sociolinguistic Studies},\n\tauthor = {Moore, Robert E and Pietikäinen, Sari and Blommaert, Jan},\n\tmonth = oct,\n\tyear = {2010},\n\tkeywords = {Languages, african and native american, language endangerment and shift, minority and indigenous, sámi},\n\tpages = {1--26},\n}\n\n

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\n \n\n \n \n \n \n \n \n He kupu tuku iho mō tēnei reanga: A critical analysis of waiata and haka as commentaries and archives of Māori political history.\n \n \n \n \n\n\n \n Ka'ai-Mahuta, R. T. Ā.\n\n\n \n\n\n\n Ph.D. Thesis, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{kaai-mahuta_he_2010,\n\ttitle = {He kupu tuku iho mō tēnei reanga: {A} critical analysis of waiata and haka as commentaries and archives of {Māori} political history},\n\turl = {http://aut.researchgateway.ac.nz/handle/10292/1023},\n\tabstract = {Prior to the arrival of Pākehā to Aotearoa/New Zealand, the Māori language was exclusively oral. However, this did not in any way impede the archiving of knowledge and history deemed important by tīpuna Māori. In fact, tribal history, knowledge and traditions have been preserved for generations in the many waiata and haka composed throughout the country. Māori waiata are one example of a traditional medium for the transmission of knowledge including tribal history, politics, historical landmarks, genealogy and environmental knowledge while also acting as a traditional form of expression for the articulation of anger, hatred, sadness, love and desire. Waiata and haka are examples of Māori poetry and literature. They are important for the survival of the Māori language and culture. In this sense, waiata are bound to Māori identity and the identity of whānau, hapū and iwi. Waiata and haka have been likened to the archives of the Māori people, preserving important historical and cultural knowledge, and it is logical that in traditional Māori society these compositions would have acted as the ‘newspapers' and perhaps even tribal philosophical doctrine of the time. Waiata offer an alternative view of the history of Aotearoa/New Zealand to those that are based on mainstream Eurocentric history books and archives. However, many of these waiata are being lost through time and with them, a Māori knowledge base regarding the meaning behind the words. This is exaggerated by the fact that waiata contain the highest form of language utilising proverbs and figurative speech. The purpose of this research is to establish the validity of waiata and haka as commentaries and archives of Māori political history. It has included the development of a proposal and template for an online digital repository of waiata that will include not only the music and lyrics but also an in-depth analysis of the meaning behind the lyrics. The site will be free to access and act as an archive to preserve oral histories contained within waiata. This will provide a national resource thus demonstrating the interface between recovering traditional knowledge and storing this through innovative technology especially, for future generations.},\n\tauthor = {Ka'ai-Mahuta, Rachael Te Āwhina},\n\tyear = {2010},\n\tkeywords = {Archives, Hapu, Kapa haka, Knowledge Sources Theory, Language Arts, Maori Culture, Maori Literature, Maori history, Maori identity, Maori institutions, Maori knowledge, Maori resources, Performing arts, Te reo Maori, Waiata},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ko tō ringa ki ngā rākau a te Pākehā - The use of digital resources in the learning and teaching of te reo Māori: A case study.\n \n \n \n \n\n\n \n Duder, E. M.\n\n\n \n\n\n\n Ph.D. Thesis, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Ko$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{duder_ko_2010,\n\ttitle = {Ko tō ringa ki ngā rākau a te {Pākehā} - {The} use of digital resources in the learning and teaching of te reo {Māori}: {A} case study},\n\turl = {http://aut.researchgateway.ac.nz/handle/10292/1219},\n\tabstract = {Te reo Māori (the Māori language) is the heritage language of the indigenous people of New Zealand. Since official colonisation by the British in 1840, the impact of successive Government policies, post-WW2 urbanisation and English-language dominance, have all contributed to significant Māori-language loss. In the 1970s it was realised that Māori as a language would not survive into the next millennium with the decline of the number of native speakers and intergenerational language transmission. Since then, efforts have been made in the revitalisation of te reo Māori, pre- eminent among them the establishment of a Māori-medium schooling system; legal and political recognition of the Māori language; an increase in Māori language broadcasting; and successful marae-based (courtyard and building around the meeting house) and community- based movements aimed at teaching te reo Māori to adults. This project looks at one aspect of Māori language revitalisation: second language learning located in a Māori Development Faculty of an Auckland tertiary provider. The teaching and learning is based on the Te Whanake series written by Professor John Moorfield. The Te Whanake series illustrates the development of language-learning resources over the last thirty years, with the transition from textbooks, tapes and CDs to include a range of online digital tools. This research used a mixed-methods approach to explore both the learner and teacher experience of the digital tools in the second language learning of te reo Māori. The research supported the notion that the successful use of digital tools in educational contexts required a sound pedagogical knowledge of how digital resources can be used. The research highlighted the critical role teachers had in linking tikanga Māori (Māori customs and values), pedagogy and technology so that resources capitalised on students', and teachers', digital and cultural capital. The research process involved a non-Māori researcher in a Māori context. This experience was considered against the development of a Kaupapa Māori research methodology. Despite decades of literature and discussion on research methods in Māori contexts, there are only two major methodologies available to the New Zealand researcher. On the one hand is the Western tradition of objectivity and neutrality, with its assumptions about the access to knowledge. On the other hand there is the Kaupapa Māori (practices based on Māori customs and values) methodology based on Māori customs and values such as tapu (restriction and respect), koha (reciprocity and acknowledgement) and aroha (compassion and empathy). To avoid the dichotomous position of these two methodologies, a new research methodology is proposed. It is framed around the process of crafting tukutuku (ornamental lattice work) panels to illustrate how the Māori and western tradition could be “re-framed” for Pākehā undertaking research in Māori contexts, or indeed research based in New Zealand. The project concludes with observations about the combination of tikanga Māori, Māori pedagogies and an in depth knowledge of educational technologies, and the importance of these in learning te reo Māori. It provides a model for learners of te reo Māori, based on those three elements called He Anga e-Whakaako Reo. The Faculty's wider contribution to Māori language revitalisation was also considered. The learners, teachers and resources explored in this research project not only had to deliver academically-rigorous content, but must also maintain the integrity of a threatened indigenous language, which is nothing less than a culture's link between its past and future.},\n\tauthor = {Duder, Elisa Margaret},\n\tyear = {2010},\n}\n\n

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@book{ako_aotearoa_te_2010,\n\ttitle = {Te {Kōkiri} i te {Hiranga} i te {Whakaakoranga}, {Akoranga} {Matua}. {Te} mahere rautaki a {Ako} {Aotearoa} 2010-2013},\n\turl = {https://akoaotearoa.ac.nz/stategic-plan},\n\tabstract = {Kei te kōkiri a Ako Aotearoa i te kaupapa kia whakatau i ngā āhuatanga huapai, whai hua hoki o te whakaakoranga matua ki Aotearoa new Zealand, me pēhea hoki te whakatutuki kia pai ake te whakaakoranga, kia nui ake tōna uara, ā, kia hua mai he putanga pai ake mā ngā ākonga, otirā mā te motu anō hoki. Kua whakatūria a Ako Aotearoa hei tautoko i ngā whakahaere me ngā kaiwhakaako matua o Aotearoa ki te whakatutuki i te whānuitanga o ēnei whakapātaritari. He tīmatanga pū tēnei mā mātou nā te mea nā ēnei āhuatanga matatini, kāore he rongoā kotahi mō te whakanikonikotanga o te whakaakoranga, akoranga matua hoki. He tini ngā āhuatanga o te ritenga pai, o te hiranga hoki i roto i te mātauranga. Nā konei, e toru ā mātou whāinga: • ka whai kia pai, kia whaihua ngā wheako ina tīmata ngā ākonga matua i te akoranga matua, • ka whai kia whai wāhi nui atu ia ākonga ki te whakatutuki angitu ai ā rātou akoranga, ā, • ka poipoi, ka tokotoko i te hiranga whakaakoranga, i ngā kaiako hiranga hoki.},\n\tlanguage = {Te Reo Māori},\n\tpublisher = {Ako Aotearoa},\n\tauthor = {Ako Aotearoa, National Centre for Tertiary Teaching Excellence},\n\tyear = {2010},\n\tkeywords = {Ako Aotearoa, All sectors, Critical Awareness, Goals, Koromakinga, Mahere Rautaki, Mārama pū, Mātāpono, Principles, Rangai katoa, Rautaki, Strategic planning, Support system, Tautoko, Tertiary Teaching New Zealand, Whāinga, vision},\n}\n\n

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\n \n\n \n \n \n \n \n Indigenous identity and resistance : researching the diversity of knowledge.\n \n \n \n\n\n \n Brendan J Hokowhitu; Kermoal, N.; Andersen, C.; Reilly, M.; A. K. C Petersen; Altamirano-Jimenez, I.; Rewi, P.; University of Otago. School of Māori, P. & I. S.; and University of Alberta. Faculty of Native Studies\n\n\n \n\n\n\n Otago University Press, 2010.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{brendan_j_hokowhitu_indigenous_2010,\n\ttitle = {Indigenous identity and resistance : researching the diversity of knowledge},\n\tshorttitle = {Indigenous identity and resistance},\n\tabstract = {Key Points: 1) A broad and multidisciplinary book representing the new directions scholarship in Indigenous Studies is taking today 2) Global contributors investigate issues such as governance and juridical systems, language and identity, Indigenous Identity and Resistance brings together the work of Indigenous Studies scholars working in Canada, New Zealand and the Pacific in research conversations that transcend the imperial boundaries of the colonial nations in which they are located. Their lucid, accessible, and thought-provoking essays provide a critical understanding of the ways in which Indigenous peoples are rearticulating their histories, knowledges, and the Indigenous self. Hana O'Regan discusses a programme of language regeneration initiated by members of her iwi, Kai Tahu. Chris Andersen describes the power of Canada's colonial nation-state in constructing categories of indigeneity. Brendan Hokowhitu problematises the common discourses underpinning Indigenous resistance. Janine Hayward compares Indigenous political representation in Canada and New Zealand. This is just a snapshot of the forward-looking research in this reader. Taken together, it heralds some new ways of thinking about Indigenous Studies in the 21st Century.},\n\tlanguage = {eng},\n\tpublisher = {Otago University Press},\n\tauthor = {{Brendan J Hokowhitu} and Kermoal, Nathalie and Andersen, Chris and Reilly, Michael and {A. K. C Petersen} and Altamirano-Jimenez, Isabel and Rewi, Poia and University of Otago. School of Māori, Pacific \\& Indigenous Studies and {University of Alberta. Faculty of Native Studies}},\n\tyear = {2010},\n\tkeywords = {Indians of North America Canada Ethnic idenity Congresses., Indians of North America Canada Government relations Congresses., Indians of North America Canada Study and teaching (Higher) Congresses., Indigenous peoples Ethnic identity Congresses., Indigenous peoples Government relations Congresses., Indigenous peoples Study and teaching (Higher) Congresses., Maori (New Zealand people) Ethnic identity Congresses., Maori (New Zealand people) Government relations Congresses., Maori (New Zealand people) Study and teaching (Higher) Congresses.},\n}\n\n

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@phdthesis{skobel_reversing_2010,\n\ttitle = {Reversing {Language} {Shift} in {Galicia}. {A} {Present}-{Day} {Perspective}},\n\turl = {http://liu.diva-portal.org/smash/record.jsf?pid=diva2:357015},\n\tabstract = {The present paper is about the current linguistic situation in Galicia and about the prospects of the Galician language in modern times. The language situation in Galicia is that of diglossia; two languages, Spanish and Galician, are spoken in the region. In a situation of diglossia, the two languages are rarely used by the speakers to an equal extent and in the same spheres; most often, there is a relation of competition and/or conflict between the languages; one language enjoys greater prestige than the other, and sometimes, there is a risk for the less prestigious language to be displaced by the dominant one, in a process called language shift. The speakers of the less prestigious language will normally want to preserve it, restore its prestige and protect it from the destructive influence of the dominant language, i.e. to reverse the language shift. Different measures can be taken to attain this purpose, and they can lead to different results, depending on the peculiarities of the linguistic situation},\n\tauthor = {Skobel, Ekaterina},\n\tyear = {2010},\n}\n\n

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@article{nock_participant_2010,\n\ttitle = {Participant responses to a tertiary-level {Maori} language immersion programme: {Reporting} on a questionnaire-based survey},\n\tvolume = {11},\n\tissn = {1175-3099},\n\tshorttitle = {Participant responses to a tertiary-level {Maori} language immersion programme},\n\tabstract = {The overall aim of the research project reported here was to collect and analyse data relating to views of students who participated in the Maori language component of a degree programme (Te Tohu Paetahi) offered by the University of Waikato in 2008. The focus here is on the responses of the 25 questionnaire respondents who were in the Hukatai (beginner) language stream. In setting up the programme, every effort was made to ensure that those factors widely regarded as impacting positively on Maori student success rates were catered for. Nevertheless, careful analysis of the data reveals that the presence of a few success inhibiting factors relating to physical and teaching styles and resources were sufficient to destabilize some learners. It also reveals the fact that almost all of the students had little understanding of language proficiency development levels and significantly overestimated their proficiency gains.},\n\tnumber = {2},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Nock, Sophie},\n\tyear = {2010},\n\tkeywords = {Language And Culture, Maori language–Study and teaching, Students, Teaching–Methodology},\n\tpages = {53--76},\n}\n\n

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@article{fryer_engagement_2010,\n\ttitle = {Engagement with the {Mäori} {Language} {Benchmark} {Survey} 2009 {Volume} 1 23},\n\tvolume = {1},\n\turl = {http://www.tetaurawhiri.govt.nz/english/pub_e/regensurvey.pdf},\n\tabstract = {This report represents the results of the benchmark survey on the “engagement with the Māori language,” completed between September and November 2009. The overall aims and goals of the survey are: 1. To better understand Māori participation and engagement in te reo Māori; and 2. To better understand the motivators and inhibitors to improving participation and engagement in te reo Māori. There are key findings listed in each section of the report with supporting data},\n\tnumber = {April},\n\tauthor = {Fryer, Katrina},\n\tyear = {2010},\n}\n\n

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@book{kalafatelis_engagement_2010,\n\taddress = {Wellington, NZ},\n\ttitle = {Engagement with the {Māori} language benchmark survey 2009. {Volume} 1},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$V"23 April 2010.", \\$\\$Cgeneral\\_note\\$\\$V"Project number \\#3970."},\n\tlanguage = {eng},\n\tpublisher = {Research New Zealand},\n\tauthor = {Kalafatelis, Emanuel and {K Fryer} and Hansen, Bronwen and Fifield, Royna and {New Zealand. Māori Language Commission} and {Research New Zealand}},\n\tyear = {2010},\n\tkeywords = {Language surveys New Zealand Statistics., Maori language Social aspects Statistics., Maori language Statistics., Reo Māori., Tatauranga.},\n}\n\n

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@article{kandler_language_2010,\n\ttitle = {Language shift, bilingualism and the future of {Britain}'s {Celtic} languages.},\n\tvolume = {365},\n\tissn = {1471-2970},\n\turl = {http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2981914&tool=pmcentrez&rendertype=abstract},\n\tdoi = {10.1098/rstb.2010.0051},\n\tabstract = {'Language shift' is the process whereby members of a community in which more than one language is spoken abandon their original vernacular language in favour of another. The historical shifts to English by Celtic language speakers of Britain and Ireland are particularly well-studied examples for which good census data exist for the most recent 100-120 years in many areas where Celtic languages were once the prevailing vernaculars. We model the dynamics of language shift as a competition process in which the numbers of speakers of each language (both monolingual and bilingual) vary as a function both of internal recruitment (as the net outcome of birth, death, immigration and emigration rates of native speakers), and of gains and losses owing to language shift. We examine two models: a basic model in which bilingualism is simply the transitional state for households moving between alternative monolingual states, and a diglossia model in which there is an additional demand for the endangered language as the preferred medium of communication in some restricted sociolinguistic domain, superimposed on the basic shift dynamics. Fitting our models to census data, we successfully reproduce the demographic trajectories of both languages over the past century. We estimate the rates of recruitment of new Scottish Gaelic speakers that would be required each year (for instance, through school education) to counteract the 'natural wastage' as households with one or more Gaelic speakers fail to transmit the language to the next generation informally, for different rates of loss during informal intergenerational transmission.},\n\tnumber = {1559},\n\tjournal = {Philosophical transactions of the Royal Society of London. Series B, Biological sciences},\n\tauthor = {Kandler, Anne and Unger, Roman and Steele, James},\n\tmonth = dec,\n\tyear = {2010},\n\tpmid = {21041210},\n\tkeywords = {19th Century, 20th Century, 21st Century, Cultural Evolution, Emigration And Immigration, Great Britain, History, Humans, Language, Language: history, Models, Multilingualism, Theoretical},\n\tpages = {3855--64},\n}\n\n

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@article{middleton_ka_2010,\n\ttitle = {Ka rangona te reo: the development of {Māori}-language television broadcasting in {Aotearoa} {New} {Zealand}},\n\tvolume = {3},\n\tshorttitle = {Ka rangona te reo},\n\turl = {http://www.tekaharoa.com/index.php/tekaharoa/article/viewArticle/73},\n\tabstract = {New Zealanders today can hear Māori language broadcast in a variety of contexts: on Māori Television and to a lesser extent on state-owned TV1, TV2 and privately-held TV3, on digital platforms and via broadcasters’ programmes-on-demand internet sites. However, these opportunities are a relatively recent development spurred by years of agitation by Māori about the decline of te reo Māori in an English-saturated world and the recognition that the powerful medium of television broadcasting could help promote, protect and enhance reo and tikanga.},\n\tnumber = {1},\n\turldate = {2015-12-21},\n\tjournal = {Te Kaharoa},\n\tauthor = {Middleton, Julie},\n\tyear = {2010},\n}\n\n

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@book{st._clair_indigenous_2010,\n\ttitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}},\n\tisbn = {0-9670554-4-X},\n\tauthor = {St. Clair, Robert N.},\n\tyear = {2010},\n}\n\n

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@article{bell_advocating_2010,\n\ttitle = {Advocating {For} {A} {Threatened} {Language}: {The} {Case} {For} {Maori} {On} {Television} {In} {Aotearoa}/{New} {Zealand}},\n\tvolume = {53},\n\tshorttitle = {Advocating {For} {A} {Threatened} {Language}},\n\turl = {https://search.informit.com.au/documentSummary;res=IELHSS;dn=830323446356268},\n\tabstract = {The Māori text of the Treaty of Waitangi – founding document of Aotearoa/New Zealand – proclaims protection of Māori taonga or treasures. A series of court cases began in the 1980s seeking to obligate the New Zealand Government to recognize the threatened Māori language as such a treasure, and to protect and promote it through its broadcasting interests. For a decade the author acted as an expert witness in these cases through all levels of the New Zealand courts. Presenting international precedents for broadcasting in language maintenance efforts, my evidence argued for the importance of broadcasting to help give Māori the prestige which will make speakers want to use it. Exposure through daily use on mainstream, primetime television could make the difference between the language's death or survival as a full, vital language. The successive cases were all lost, but the courts' judgments required the Government to accept its political obligations to the language through broadcasting. The result was the establishment of Maori Television as a stand-alone channel in 2004. Mainstreaming of Maori on majority-audience, primetime television, however, still shows no sign of occurring in the highly deregulated and competitive New Zealand broadcasting environment.},\n\tlanguage = {eng},\n\tjournal = {Te Reo},\n\tauthor = {Bell, Allan},\n\tyear = {2010},\n\tnote = {primary},\n\tkeywords = {5611, Article, Language Maintenance (42950), Language Planning/Policy, Language Policy (43450), New Zealand (57650), Polynesian Languages (66550), Sociolinguistics, Television (88300)},\n\tpages = {3--26},\n}\n\n

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@article{de_bres_attitudes_2010,\n\ttitle = {Attitudes of non-{Māori} {New} {Zealanders} towards the use of the {Māori} in {New} {Zealand} {English}},\n\tissn = {1173-9886},\n\turl = {http://www.victoria.ac.nz/lals/resources/nzej/past-contents/2010-volume-24/Attitudes-of-non-Maori-New-Zealanders-towards-the-use-of-Maori-in-New-Zealand-English.pdf},\n\tabstract = {Examines the attitudes towards the use of Māori words in the context of NZ English as spoken by non-Māori NZers. Focuses on attitudes and behaviours relating to the use of Māori words and phrases and the pronounciation of Māori words.},\n\tlanguage = {eng},\n\tnumber = {24},\n\tjournal = {New Zealand English Journal Issue},\n\tauthor = {De Bres, Julia},\n\tyear = {2010},\n\tkeywords = {English Language – Foreign Words And Phrases – Maori, Maori Language – Social Aspects, New Zealanders, Reo Māori, Sociolinguistics},\n\tpages = {13},\n}\n\n

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@phdthesis{lysaght_teanga_2010,\n\ttype = {Thesis},\n\ttitle = {Teanga \\& {Tikanga}: a comparative study of {National} broadcasting in a minority language on {Māori} {Television} and {Teilifís} na {Gaeilge}},\n\tcopyright = {https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm},\n\tshorttitle = {Teanga \\& {Tikanga}},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/6729},\n\tabstract = {Teilifís na Gaeilge (TG4) and Māori Television are unique amongst minority language television broadcasters in their position as national indigenous channels. Since their launch (TG4 in 1996 and Māori Television in 2004), after decades of campaigns, there has been a blossoming of the image of the minoritised language for both speakers and non-speakers. Relationships between state ideology and the national indigenous language have led to a situation where a minority language television service broadcasts to the entire nation. Two strands are considered here: how the indigenous language interacts with television, resulting in change for both, and how relationships between a linguistic minority and the national majority may be developed and re-imagined via an indigenous national television broadcaster. This study focuses specifically on language use on screen and on set, and the effect these practices have on the image of the language, including how minority language television may speak to non-fluent people who nonetheless feel an affinity with the language and its culture, and who wish to be 'refamiliarised' or reconnected with it. Combining interviews, observation and analysis, as well as considering the political and cultural context of TG4 and Māori Television, this comparative study contributes to the opening up of a new area for Minority Language Media (MLM) research, namely the area of National Indigenous Minority Language Media. The history of language shift in Ireland and New Zealand helps to explain the unusual relationship many people (particularly non-fluent speakers) have with their minoritised indigenous language today. Outlining the development of indigenous national language television in Ireland and New Zealand, and investigating how the challenges posed by using a minority language in national broadcasting are tackled by Māori Television and TG4, this thesis explores the position of the indigenous national language broadcaster in a public service mould. Obliged to 'talk out' to the nation, whilst also 'talking in' to fluent-speaking communities, both television services have engaged creatively with issues of representation. Their inventive 'twisting' of conventional genres and production practices show the effects on television of an alternative language and different cultural norms. Māori Television and TG4 demonstrate that a minority language broadcaster does not have to appeal solely to minority language speakers. The success of the stations in attracting people from 'outside' indicates their international scope, and can serve as a model for the work, possibilities and challenges facing other minority language media outlets in a contemporary context. The inventive ways by which the more traditional elements of language and culture are translated to the television medium also show the many possiblities when the indigenous language is given a space in which to breathe and live according to its own creative potential.},\n\turldate = {2015-12-21},\n\tschool = {ResearchSpace@Auckland},\n\tauthor = {Lysaght, Ruth},\n\tyear = {2010},\n}\n\n

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@book{new_zealand._te_puni_kokiri_nga_2010,\n\taddress = {Wellington, NZ},\n\tseries = {Whakarāpopotonga ({Online}) ; 2010-004},\n\ttitle = {Ngā waiaro atu ki te reo {Māori} {Attitudes} toward the {Māori} language.},\n\turl = {http://ndhadeliver.natlib.govt.nz/delivery/DeliveryManagerServlet?dps_pid=IE21614297&dps_custom_att_1=ilsdb},\n\tabstract = {Conclusion: The results of the three Surveys of Attitudes Toward the Mäori Language indicate that good progress is being made in achieving the goal of having the language valued by all New Zealanders. The very high levels of Mäori respondents who displayed positive attitudes toward the language indicate that a large pool of potential speakers exists. This population is the core group that will ensure the success or otherwise of Mäori language revitalisation. The Surveys indicate that there are increasingly high levels of positive attitudes toward the language amongst non-Mäori. Both Mäori and non-Mäori respondents to the Surveys continue to be supportive of Government involvement in language revitalisation. Both groups are especially supportive of Government-funded Mäori language broadcasting. Support for the Mäori language does not necessarily result in participation in languagerelated activities that Mäori communities or the Government are providing. This indicates that there is still considerable work for Government and Mäori to do to help turn positive attitudes into actions. The challenge for educators, policymakers, and community leaders is to fi nd means to translate the positive attitudes Mäori hold toward their language into actions that will contribute towards its continued revitalisation. This needs to be done in a way that also contributes to maintaining the positive attitudes toward the language that non-Mäori hold.},\n\tlanguage = {eng;mao},\n\tpublisher = {Te Puni Kōkiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2010},\n\tkeywords = {Language surveys New Zealand., Maori (New Zealand people) Attitudes., Maori language Public opinion., New Zealanders Attitudes, Rangahau Māori., Reo Māori.},\n}\n\n

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@techreport{tehan_tai_2010,\n\ttitle = {Tai {Ya} in {Thailand} {Present} and {Future} : {Reversing} {Language} {Shift}},\n\turl = {http://ic.payap.ac.th/graduate/linguistics/papers/Tai_Ya_Vitality_Paper_Dec2010.pdf},\n\tabstract = {In 2007 the results of a sociolinguistic survey of the Tai Ya in Thailand were compiled. The purpose of the survey was to ascertain the likely need (or lack of need) for vernacular literature in Tai Ya in Thailand. This current research paper takes a different perspective on the data and investigates endangerment and vitality issues related to the respective Tai Ya speech communities in Thailand. First aspects of the survey report are summarized: the Tai Ya are put into a geographical and linguistic context, and the results of the survey relevant to vitality are discussed. Then those vitality results are compared to other selected people groups in Thailand. Joshua Fishman's Graded Intergenerational Disruption Scale (GIDS), Crystal's language revitalization prerequisites, the UNESCO committee's proposed language vitality and endangerment assessment, and Lewis and Simons' Extended GIDS are used to help analyze the significance of the results. These four vitality models indicate that the Tai Ya language is endangered. However, several things could be done to enhance the vitality of the language. It is not a foregone conclusion that Tai Ya in Thailand will become extinct, but the next decade or so is a crucial time if Tai Ya is to reverse its language shift to Northern Thai. The vitality of Tai Ya is also compared to a similar assessment of the Mpi language that was published in Mon-Khmer Studies (Tehan and Nahhas 2009). An interlinearized narrative of Tai Ya collected and prepared by Julie Kletzing is appended as an example of the Tai Ya language},\n\tnumber = {December},\n\tauthor = {Tehan, Thomas M and Dawkins, Erin},\n\tyear = {2010},\n\tpages = {1--42},\n}\n\n

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@article{neill_ka_2010,\n\ttitle = {Ka {Rangona} te {Reo} : {The} {Development} of {Māori} -language {Television} {Broadcasting} in {Aotearoa} {New} {Zealand}},\n\tjournal = {Te Kaharoa},\n\tauthor = {Neill, Karen},\n\tyear = {2010},\n}\n\n

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@article{wyeth_rangatiratanga_2010,\n\ttitle = {Rangatiratanga and Ōritetanga: responses to the {Treaty} of {Waitangi} in a {New} {Zealand} study},\n\tvolume = {15},\n\tshorttitle = {Rangatiratanga and Ōritetanga},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13557851003721194},\n\tnumber = {3},\n\turldate = {2015-12-21},\n\tjournal = {Ethnicity \\& health},\n\tauthor = {Wyeth, Emma H. and Derrett, Sarah and Hokowhitu, Brendan and Hall, Craig and Langley, John},\n\tyear = {2010},\n\tpages = {303--316},\n}\n\n

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@article{aperahama_te_2010,\n\ttitle = {Te {Puna} o {Waiōrea}},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka whakamōhiotia Te Puna o Waiōrea, tētahi rōpū e whakarato ana i ngā whakaakoranga reo Māori mō te whakamahi i te reo ki te kāinga, ki te hunga pakeke, tamariki anō hoki ki Tāmaki Makaurau., Introduces Te Puna o Waiōrea, a group providing Māori language lessons for language use in the home to adults and children in Auckland.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Aperahama, Hareruia},\n\tyear = {2010},\n\tkeywords = {Language And Culture, Maori (New Zealand People) – Language, Māori Language – Study And Teaching, Reo Māori, Whānau},\n}\n\n

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@article{love_native_2010,\n\ttitle = {The native speaker and the mother tongue},\n\tvolume = {32},\n\tissn = {03880001},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0388000110000653},\n\tdoi = {10.1016/j.langsci.2010.09.003},\n\tnumber = {6},\n\tjournal = {Language Sciences},\n\tauthor = {Love, Nigel and Ansaldo, Umberto},\n\tmonth = nov,\n\tyear = {2010},\n\tkeywords = {language and identity},\n\tpages = {589--593},\n}\n\n

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@techreport{new_zealand._te_puni_kokiri_2009_2010,\n\ttitle = {2009 rangahau i ngā waiaro, ngā uara me ngā whakapono mō te reo {Māori} = 2009 survey of attitudes, values and beliefs towards the {Māori} language},\n\turl = {https://www.tpk.govt.nz/documents/download/264/2010%2009%2001%20RP%202009%20Survey%20of%20Attitudes%2c%20Values%20and%20Beliefs%20Towards%20the%20Maori%20Language.pdf},\n\tabstract = {This report provides a snapshot of the attitudes, values and beliefs of New Zealanders towards the Māori language in 2009. It is the 5 in a series of similar reports which have taken place since 2000. The findings show that Māori and non-Māori attitudes towards the Māori language were optimistic in relation to the revised Government focused strategy which outlined the need for Government to: 1. Strengthen language skills; 2. Strengthen language use; 3. Strengthen education opportunities; 4. Strengthen community leadership; and 5. Strengthen recognition of the Mäori language. This report has been prepared in two parts. The first analyses findings from the 2009 attitudes survey and the second part compares 2009 attitudes survey data with previous years, identifying emerging trends. The key areas of analysis are: Values; Attitudes and beliefes about the language; results for Māori, differences between Māori and non-Māori , changes in attitudes since 2000,the role of Government; and participation in Mäori language and culture related activities. The report covers methodology and the appendices contain a bibliography and the graphs and tables that outline the data.},\n\tlanguage = {eng;mao},\n\tinstitution = {Te Puni Kōkiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2010},\n\tkeywords = {Language maintenance New Zealand., Language surveys New Zealand., Maori (New Zealand people) Attitudes., Maori language Public opinion., Maori language Statistics., Maori language Usage., New Zealanders Attitudes., Rangahau Māori., Reo Māori., Tatauranga.},\n\tpages = {84},\n}\n\n

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@article{mataira_he_2010,\n\ttitle = {He {Kāinga} {Kōrerorero}},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka kōrerohia tētahi kaupapa a Te Ataarangi hei tautoko i te whakamahi i te reo Māori ki ngā kāinga., Talks about a Te Ataarangi initiative to support the use of te reo Māori (the Māori language) in homes.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Mataira, Te Heikōkō},\n\tyear = {2010},\n\tkeywords = {Language And Culture, Language Maintenance, Maori (New Zealand People) – Language, Maori Language – Social Aspects, Māori Language, Reo Māori, Whānau},\n}\n\n

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@article{hammond_he_2010,\n\ttitle = {He whānau o {He} {Kāinga} {Kōrerorero}},\n\tvolume = {23},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/assets/Corporate-publications/He-Muka/2010/Putanga-23-1-Ngahuru-2010.pdf},\n\tabstract = {Ka kōrerohia te urunga atu o tōna whānau ki He Kāinga Kōrerorero, me ngā wero o te kōrero Māori ki āna tamariki., Talks about being a participating family in He Kāinga Kōrerorero, and the challenges of speaking te reo Māori to her children.},\n\tlanguage = {mao},\n\tnumber = {1 Ngahuru},\n\tjournal = {He Muka},\n\tauthor = {Hammond, Hiria},\n\tyear = {2010},\n\tkeywords = {Families, Hammond, Hiria, Language And Culture, Maori (New Zealand People) – Language, Maori Language – Social Aspects, Māori Language – Study And Teaching, Reo Māori, Whānau},\n\tpages = {10--11},\n}\n\n

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@book{hamer_paul_impact_2010,\n\taddress = {Wellington, NZ},\n\tseries = {Institute of {Policy} {Studies} working paper ; 10/08},\n\ttitle = {The impact on te reo {Māori} of trans-{Tasman} migration},\n\turl = {http://igps.victoria.ac.nz/WP%20PDF/2010/IPS%20WP%201011.pdf},\n\tabstract = {The Māori population in Australia has grown enormously since the 1970s, to the extent that now approximately one in six Māori live across the Tasman. During that same period there has been a concerted official and community effort to revitalise te reo Māori in New Zealand. While it is difficult to gauge the extent of the impact on te reo in New Zealand of this migration, census data show that many thousands of speakers of te reo have moved to Australia since the 1980s. This fact is routinely overlooked in assessments of the language’s health in New Zealand. Qualitative data also suggest that the loss of students and teachers of te reo from Māori immersion, bilingual and as‐a‐subject settings is a relatively common occurrence. In Australia itself, however, te reo faces major obstacles to successful maintenance and intergenerational transmission, and in fact the language suffers one of the highest rates of ‘shift’ of any Australian community language. That said, many Māori in Australia have high levels of motivation to learn their language, and commitment to te reo is likely to be a small but contributing factor to Māori return migration to New Zealand.},\n\tlanguage = {eng},\n\tpublisher = {Institute of Policy Studies},\n\tauthor = {{Hamer, Paul}},\n\tyear = {2010},\n\tkeywords = {Immigrants Australia., Language maintenance Australia., Language maintenance New Zealand., Maori (New Zealand people) Australia., Maori language Australia., Maori language New Zealand., Matareo., Reo Māori., Tāngata whenua.},\n}\n\n

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@article{houkamau_multi-dimensional_2010,\n\ttitle = {The {Multi}-dimensional {Model} of {Maori} {Identity} and {Cultural} {Engagement}},\n\tvolume = {39},\n\tissn = {0112-109X},\n\tabstract = {A Multi-dimensional Model of Maori Identity and Cultural Engagement (MMMICE) is proposed. The MMM-ICE is a hierarchically organised self-report (Likert-type) instrument designed to assess six distinct dimensions of identity and cultural engagement in Maori populations. Scale content was developed based on a detailed review of qualitative and quantitative literature on Maori identity and related constructs, and was extensively pilot tested with Maori from various backgrounds. The six dimensions assessed by the MMM-ICE are: (1) Group Membership Evaluation, (2) Socio-Political Consciousness, (3) Cultural Efficacy and Active Identity Engagement, (4) Spirituality, (5) Interdependent Self-Concept, and (6) Authenticity Beliefs. These dimensions are subsumed under more general or abstracted factors representing (at the third-tier level of analysis): (1) Self-Identification and Cultural Engagement in Socio-Political Context, (2) Enculturated Experiences of Maori Identity Traditions, and (3) Constitutive Representations of "Being" Maori. Exploratory Factor Analysis of 270 people who self-identified as Maori and/or had ancestors who were Maori provided good support for the proposed factorial structure. We argue that the MMM-ICE provides a culturally sensitive, valid and reliable self-report measure of subjective identification as Maori. A full version of the MMM-ICE is included.},\n\tlanguage = {English},\n\tnumber = {1},\n\tjournal = {New Zealand Journal of Psychology},\n\tauthor = {Houkamau, Carla A. and Sibley, Chris G.},\n\tyear = {2010},\n\tkeywords = {8NEWZ, Cultural identity–Models, Identification equipment–Evaluation, Maoris–Demographic aspects, Maoris–Social aspects, New Zealand},\n\tpages = {8},\n}\n\n

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@phdthesis{hata_te_2010,\n\ttitle = {Te {Waikāmihi} ki te {Pō}, {Te} {Waikāmihi} ki te {Ao}},\n\tauthor = {Hata, Alexandra},\n\tyear = {2010},\n}\n\n

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\n \n\n \n \n \n \n \n The Behaviours of Non-Maori New Zealanders towards the Maori Language.\n \n \n \n\n\n \n de Bres, J.\n\n\n \n\n\n\n Te Reo, 52: 17–45. 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@article{de_bres_behaviours_2009,\n\ttitle = {The {Behaviours} of {Non}-{Maori} {New} {Zealanders} towards the {Maori} {Language}},\n\tvolume = {52},\n\tissn = {0494-8440},\n\tabstract = {When majority language speakers are referred to in minority language planning, it is generally in relation to their 'attitudes'. It is not just the attitudes of majority language speakers that impact on minority languages, however, but also their behaviours. Accordingly, 'planning for tolerability' (de Bres 2008a) targets both the attitudes and behaviours of majority language speakers towards minority languages. This article addresses the little-considered question of what behaviours non-Maori New Zealanders might adopt to support Maori language regeneration. An analysis of New Zealand government Maori language policy and the questionnaire and interview responses of eighty non-Maori New Zealanders reveals that, while the government's position on 'desired behaviours' for non- Maori is unclear at best, non-Maori New Zealanders have a wide range of such behaviours in mind. The extent to which these non-Maori are willing to engage in these behaviours is a complex matter, influenced both by their own attitudes towards the Maori language and by other factors. These results have suggestive implications for the future development of Maori language planning targeting non-Maori, but leave open a further question: whether the behaviours identified are those that Maori New Zealanders might themselves desire from non-Maori.},\n\tlanguage = {eng},\n\tjournal = {Te Reo},\n\tauthor = {de Bres, Julia},\n\tyear = {2009},\n\tkeywords = {Maori language–Social aspects},\n\tpages = {17--45},\n}\n\n

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\n \n\n \n \n \n \n \n Multilingual education policy and practice: Ten certainties (grounded in Indigenous experience).\n \n \n \n\n\n \n Hornberger, N.\n\n\n \n\n\n\n Language Teaching, 42(2): 197–211. 2009.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hornberger_multilingual_2009,\n\ttitle = {Multilingual education policy and practice: {Ten} certainties (grounded in {Indigenous} experience)},\n\tvolume = {42},\n\tissn = {0261-4448},\n\tshorttitle = {Multilingual education policy and practice},\n\tdoi = {10.1017/S0261444808005491},\n\tabstract = {Although multilingualism and multilingual education have existed for centuries, our 21st-century entrance into the new millennium has brought renewed interest and contestation around this educational alternative. Ethnolinguistic diversity and inequality, intercultural communication and contact, and global political and economic interdependence are more than ever acknowledged realities of today's world, and all of them put pressures on our educational systems. Now, as throughout history, multilingual education offers the best possibilities for preparing coming generations to participate in constructing more just and democratic societies in our globalized and intercultural world; however, it is not unproblematically achieved. There are many unanswered questions and doubts as to policy and implementation, program and curricular design, classroom instruction practices, pedagogy, and teacher professional development, but there is also much that we understand and know very well, based on empirical research in many corners of the world. Here I highlight Bolivian and other Indigenous educational experiences with which I am most familiar, and which capture certainties that hold beyond the particular instances I describe. My emphasis is on what we know and are sure of, and my goal is to convey my deep conviction that multilingual education constitutes a wide and welcoming educational doorway toward peaceful coexistence of peoples and especially restoration and empowerment of those who have been historically oppressed. [PUBLICATION ]},\n\tlanguage = {eng},\n\tnumber = {2},\n\tjournal = {Language Teaching},\n\tauthor = {Hornberger, Nancy},\n\tyear = {2009},\n\tkeywords = {Globalization, Language Instruction, Language Policy, Multilingualism},\n\tpages = {197--211},\n}\n\n

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\n \n\n \n \n \n \n \n Revitalization in a scattered language community: Problems and methods from the perspective of Mutsun language revitalization.\n \n \n \n\n\n \n Warner, N.; Luna, Q.; Butler, L.; and Van Volkinburg, H.\n\n\n \n\n\n\n Volume 198 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{warner_revitalization_2009,\n\ttitle = {Revitalization in a scattered language community: {Problems} and methods from the perspective of {Mutsun} language revitalization},\n\tvolume = {198},\n\tabstract = {This article addresses revitalization of a dormant language whose prospec- tive speakers live in scattered geographical areas. In comparison to increas- ing the usage of an endangered language, revitalizing a dormant language (one with no living speakers) requires di¤erent methods to gain knowledge of the language. Language teaching for a dormant language with a scattered community presents di¤erent problems from other teaching situations. In this article, we discuss the types of tasks that must be accomplished for dormant-language revitalization, with particular focus on development of teaching materials. We also address the role of computer technologies, ar- guing that each use of technology should be evaluated for how e¤ectively it increases fluency. We discuss methods for achieving semi-fluency for the first new speakers of a dormant language, and for spreading the language through the community.},\n\tauthor = {Warner, Natasha and Luna, Quirina and Butler, Lynnika and Van Volkinburg, Heather},\n\tyear = {2009},\n}\n\n

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\n \n\n \n \n \n \n \n \n Changing Pronunciation of the Māori Language Implications for Revitalization.\n \n \n \n \n\n\n \n King, J.; Harlow, R.; Watson, C.; Keegan, P.; and Maclagan, M.\n\n\n \n\n\n\n In Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned, pages 85–96. 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Changing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@incollection{king_changing_2009,\n\ttitle = {Changing {Pronunciation} of the {Māori} {Language} {Implications} for {Revitalization}},\n\tisbn = {0-9670554-4-X},\n\turl = {jan.ucc.nau.edu/ jar/ILR/ILR-7.pdf},\n\tabstract = {Over the last century, the pronunciation of the Māori language has changed. An analysis of these changes indicates that the phonology of the dialect of English spoken in New Zealand is having a far-reaching impact on a number of aspects of Māori phonology. Implications of these changes for Māori language revitalization and the revitalization of other languages are discussed and preliminary developments in the production of a pronunciation aid are presented},\n\tbooktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}},\n\tauthor = {King, Jeanette and Harlow, Ray and Watson, Catherine and Keegan, Peter and Maclagan, Margaret},\n\tyear = {2009},\n\tkeywords = {Diphthong Analysis, Kounga, Language is identity, Māori Language, Phonemes, Pronunciation, Pronunciation aid, Second Language Speakers, Sound Change, Sound system, Vowel System, indigenous language Revitalization},\n\tpages = {85--96},\n}\n\n

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\n \n\n \n \n \n \n \n \n Must There Be Two Solitudes? Language Activists and Linguists Working Together.\n \n \n \n \n\n\n \n Rice, K.\n\n\n \n\n\n\n In Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned., pages 37–59. 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Must$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{rice_must_2009,\n\ttitle = {Must {There} {Be} {Two} {Solitudes}? {Language} {Activists} and {Linguists} {Working} {Together}},\n\tisbn = {0-9670554-4-X},\n\turl = {http://jan.ucc.nau.edu/ jar/ILR/ILR-4.pdf},\n\tabstract = {This paper suggests that there can be two solitudes that divide linguists and language activists and argues that there needs to be a mutual recognition that linguists and Indigenous communities need to work together to help revitalize Indigenous languages. It takes a community of people to revitalize an Indigenous language, and in order for linguists and language activists to truly work together, general principles such as relationships, respect, reciprocity and recognition are critical.},\n\tbooktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}.},\n\tauthor = {Rice, Keren},\n\tyear = {2009},\n\tpages = {37--59},\n}\n\n

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\n \n\n \n \n \n \n \n Māku anō e hanga tōku nei whare Determining our future : sixth International Indigenous Librarians' Forum 2009 : held at Te Wānanga-o-Raukawa, Ōtaki, Aotearoa/New Zealand, 1 - 4 February 2009.\n \n \n \n\n\n \n International Indigenous Librarians' Forum\n\n\n \n\n\n\n Te Rōpū Whakahau ; Otaki, NZ, 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{international_indigenous_librarians_forum_maku_2009,\n\ttitle = {Māku anō e hanga tōku nei whare {Determining} our future : sixth {International} {Indigenous} {Librarians}' {Forum} 2009 : held at {Te} {Wānanga}-o-{Raukawa}, Ōtaki, {Aotearoa}/{New} {Zealand}, 1 - 4 {February} 2009.},\n\tshorttitle = {Māku anō e hanga tōku nei whare {Determining} our future},\n\tabstract = {A forum for promoting best practices within libraries, museums, archives and educational institutions for serving indigenous peoples, while preserving language, traditions, culture and values., The International Indigenous Librarians Forum was created to address ways to foster and preserve language, traditions, culture and the values of Indigenous peoples from all over the world. The Forum creates an opportunity to network and exchange ideas for best practices within libraries, museums, archives and educational institutions. The Forum held every two years arose from a network of indigenous library professionals from Aotearoa, Australia and America in recognition of a commonality of 'indigenous' experience. The first Forum was held in Auckland, New Zealand in 1999. Subsequent fora have been held in Jokkmokk, Sweden; Santa Fe, New Mexico; Saskatchewan, Canada and Brisbane, Australia. After 10 years, IILF returned to Aotearoa and was proudly hosted by Te Ropū Whakahau in partnership with Te Wananga o Raukawa. The 2009 theme was Maku ano e hanga toku nei whare - Determining our Future.},\n\tlanguage = {eng},\n\tpublisher = {Te Rōpū Whakahau ; Otaki, NZ},\n\tauthor = {{International Indigenous Librarians' Forum}},\n\tyear = {2009},\n\tkeywords = {Hui., Indigenous peoples Information services Congresses., Libraries and minorities Congresses., Mana ake., Maori (New Zealand people) Information services Congresses., Minority librarians Congresses., Tangata whenua., Tāngata.},\n}\n\n

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\n \n\n \n \n \n \n \n \n Rescuing Maori: The last 40 years.\n \n \n \n \n\n\n \n Spolsky, B.\n\n\n \n\n\n\n Language Documentation and Description, 6(January 2008): 11–36. 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Rescuing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{spolsky_rescuing_2009,\n\ttitle = {Rescuing {Maori}: {The} last 40 years},\n\tvolume = {6},\n\turl = {http://www.elpublishing.org/docs/1/06/ldd06_02.pdf},\n\tabstract = {The public recognition of language endangerment (Hale 1991, Krauss 1991) has led to the establishment of a impressive number of centers and foundations2 devoted to documentary work in the hope of recording the diversity of languages before the threatened rapid death of so many (Crystal 2000, Nettle and Romaine 2000). The most dramatic cases are those where only a handful of native speakers remain.3 In these instances, where it is necessary to reconstruct the grammar and lexicon of a usually unwritten variety, the task is not unlike that of the linguistic anthropologists and descriptive linguists who for many years concentrated on a language rather than on its speakers, at the same time developing warm personal relationships with those that they once labeled informants. But the anxiety over language loss and death (Dorian 1981) goes back even further, at least to the major study of language loyalty in the United States carried out by Joshua Fishman (Fishman 1966; Fishman et al. 1964) to try to understand if what was happening to his own native Yiddish was a more general phenomenon.},\n\tnumber = {January 2008},\n\tjournal = {Language Documentation and Description},\n\tauthor = {Spolsky, Bernard},\n\tyear = {2009},\n\tpages = {11--36},\n}\n\n

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\n \n\n \n \n \n \n \n \n Reo o te Kāinga (Language of the Home) A Ngāi Te Rangi Language Regeneration Project.\n \n \n \n \n\n\n \n Timutimu, N.; Ormsby-Teki, T.; and Ellis, R.\n\n\n \n\n\n\n Technical Report 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Reo$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{timutimu_reo_2009,\n\ttitle = {Reo o te {Kāinga} ({Language} of the {Home}) {A} {Ngāi} {Te} {Rangi} {Language} {Regeneration} {Project}},\n\turl = {http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Reo+o+te+Kāinga+(+Language+of+the+Home+)+A+Ngāi+Te+Rangi+Language+Regeneration+Project#0},\n\tabstract = {This paper1 presents the preliminary findings of a 12 month col- laborative research project called Reo o te Kāinga (Language of the Home) that was conducted in the Western Bay of Plenty of New Zealand with nine Ngāi Te Rangi whānau (families). The research is a collab- orative project where researchers and whānau members' work together to identify barriers and solutions associated with increasing speaking Māori language in the home. Four prominent themes that emerged in the research are discussed: 1) the influence of spiritual and traditional values, 2) whānau relationships and roles, 3) motivation, commitment and consistency and 4) the influence of image and social norms.},\n\tauthor = {Timutimu, Ngareta and Ormsby-Teki, Teraania and Ellis, Riri},\n\tyear = {2009},\n\tpages = {109--120},\n}\n\n

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\n \n\n \n \n \n \n \n Study towards Māori teaching expertise.\n \n \n \n\n\n \n \n\n\n \n\n\n\n . 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_study_2009,\n\ttitle = {Study towards {Māori} teaching expertise},\n\tissn = {1174-8818},\n\tabstract = {Informs of the Ministry of Education Māori-medium/bilingual education study awards, the purpose of which is to increase the number of quality teachers who possess the required skills to teach in Māori-medium settings. Chats to participating teachers. Highlights the implementation of te reo me ōna tikanga Māori at Rotorua Boys' High School.},\n\tlanguage = {eng},\n\tyear = {2009},\n\tkeywords = {Etc, Fellowships, Immersion Method (Language Teaching), Māori Language – Study And Teaching, Teachers – Scholarships},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language is life: the worldview of second language speakers of Māori.\n \n \n \n \n\n\n \n King, J.\n\n\n \n\n\n\n Indigenous language revitalization: encouragement, guidance & lessons learned,97–108. 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{king_language_2009,\n\ttitle = {Language is life: the worldview of second language speakers of {Māori}},\n\tshorttitle = {Language is life},\n\turl = {http://epub.sub.uni-hamburg.de/epub/volltexte/2013/23244/pdf/ILR.pdf#page=105},\n\tabstract = {Second-language adult speakers of Māori form the large bulk of proficient speakers of the language. The engagement these adults have with the Māori language is motivated by a strongly-held worldview centered on personal transformation which enables them to engage with and maintain a relationship with the Māori language. This worldview appears to have a different focus to that held by national and tribal language planners and speakers of other indigenous languages. One factor that languages undergoing revitalization have in common is a group of language fanatics, people who are passionately dedicated to revitalizing their heritage language. In New Zealand there are many Māori who are devoted to becoming fluent second language speakers of Māori. These people are typically involved with the teaching profession and have children who they are raising in a Māori speaking environment. These people are the necessary intermediate stage: the second language speaking generation which is needed to produce a new generation of first language speakers of Māori. The zeal which these adult second language learners have for the language is something that they have sustained for a number of years. What motivates people such asthese to become fluentsecond language speakers of their heritage language? Are they motivated by the idea of saving their language? Or is their motivation more personal? This paper examines the worldview of second language adult speakers of Māori in New Zealand and contrasts their perspective with that of language planners and speakers of other indigenous languages.},\n\turldate = {2015-12-22},\n\tjournal = {Indigenous language revitalization: encouragement, guidance \\& lessons learned},\n\tauthor = {King, Jeanette},\n\tyear = {2009},\n\tpages = {97--108},\n}\n\n

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\n \n\n \n \n \n \n \n \n Missing in translation: Maori language and oral tradition in scientific analyses of traditional ecological knowledge (TEK).\n \n \n \n \n\n\n \n Wehi, P.; Whaanga, H.; and Roa, T.\n\n\n \n\n\n\n Journal of the Royal Society of New Zealand, 39(4): 201–204. December 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Missing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{wehi_missing_2009,\n\ttitle = {Missing in translation: {Maori} language and oral tradition in scientific analyses of traditional ecological knowledge ({TEK})},\n\tvolume = {39},\n\tissn = {0303-6758},\n\turl = {http://www.informaworld.com/openurl?genre=article&doi=10.1080/03014220909510580&magic=crossref||D404A21C5BB053405B1A640AFFD44AE3},\n\tdoi = {10.1080/03014220909510580},\n\tnumber = {4},\n\tjournal = {Journal of the Royal Society of New Zealand},\n\tauthor = {Wehi, Priscilla and Whaanga, Hemi and Roa, Tom},\n\tmonth = dec,\n\tyear = {2009},\n\tpages = {201--204},\n}\n\n

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\n \n\n \n \n \n \n \n \n Whānau get involved; Fleshing out the meaning; Kura embark on new directions.\n \n \n \n \n\n\n \n Erb, W.\n\n\n \n\n\n\n . 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Whānau$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{erb_whanau_2009,\n\ttitle = {Whānau get involved; {Fleshing} out the meaning; {Kura} embark on new directions},\n\tissn = {1174-8818},\n\turl = {not available in electronic format},\n\tabstract = {Observes the input of whanau in marautanga-a-kura at Māori-medium schools. Speaks to Kawerau North School rumaki (immersion) unit resource teacher of Māori (RTM) Ripeka Lessels, TKKM o Takapau RTM Louise Keepa, and Waitara East School RTM Tiri Bailey-Nowell about the opportunity Te Marautanga o Aotearoa offers schools to engage with whānau and promote local knowledge. Lists regional Marautanga o Aotearoa coordinators.},\n\tlanguage = {eng},\n\tauthor = {Erb, Wayne},\n\tyear = {2009},\n\tkeywords = {Immersion Method (Language Teaching), Maori (New Zealand People) – Education, Native Language And Education, Schools – Citizen Participation},\n}\n\n

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\n \n\n \n \n \n \n \n \n Frameworks and models in language policy and planning.\n \n \n \n \n\n\n \n Hornberger, N. H.\n\n\n \n\n\n\n In An introduction to language policy: Theory and method., pages 1–25. Wiley, 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Frameworks$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@incollection{hornberger_frameworks_2009,\n\ttitle = {Frameworks and models in language policy and planning.},\n\tcopyright = {Sign up to download},\n\tshorttitle = {978-1-4051-1497-4},\n\turl = {http://www.academia.edu/1021104/Frameworks_and_models_in_language_policy_and_planning},\n\tabstract = {Language teaching and language revitalization initiatives constitute pressing real world LPP concerns on an unprecedented scale. At the same time, critical and postmodern theoretical developments in the social sciences have found their way into LPP research, infusing new perspectives and emphases. The article discusses the inter-relationship between language planning and policy.},\n\tbooktitle = {An introduction to language policy: {Theory} and method.},\n\tpublisher = {Wiley},\n\tauthor = {Hornberger, Nancy H.},\n\tyear = {2009},\n\tkeywords = {Colonisation, Critical Theory Language Policy, Economic Considerations for Language Policy, Education of Linguistic Minorities, Hegemony Ideology, Historical Development, Integrative LPP Framework, LPP Goals, Language Planning Frameworks Models, Language Policy, Linguistic Culture, Linguistic Human Rights, Minority rights, Postmodernism in Language Policy, Promotion of Minority Language, Standardization, Struggle},\n\tpages = {1--25},\n}\n\n

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\n \n\n \n \n \n \n \n \n He kura Māori mō tō tamaiti Māori immersion education for your child.\n \n \n \n \n\n\n \n New Zealand. Te Puni Kōkiri\n\n\n \n\n\n\n Te Puni Kōkiri, Wellington, NZ, 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._te_puni_kokiri_he_2009,\n\taddress = {Wellington, NZ},\n\ttitle = {He kura {Māori} mō tō tamaiti {Māori} immersion education for your child.},\n\turl = {https://www.tpk.govt.nz/mi/a-matou-mohiotanga/education/maori-immersion-education-for-your-child},\n\tabstract = {Mäori immersion education includes schools, units and classrooms where all teaching and learning is carried out in te reo Mäori. These Mäori language education settings are often called kura Mäori and can go from Years 1-13 (i.e. primary through to intermediate and secondary levels). Kura Mäori play an important role in the revitalisation and retention of te reo Mäori me ngä tikanga Mäori. In kura Mäori, students are encouraged to value their identity as Mäori. They develop key skills and knowledge through Mäori settings and ideas},\n\tlanguage = {mao;eng},\n\tpublisher = {Te Puni Kōkiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2009},\n\tkeywords = {Children, Kura kaupapa Māori., Kura tuatahi., Maori (New Zealand people) Education (Elementary), Maori Education (Elementary), Maori language Study and teaching Immersion method., Mātauranga., Reo Māori.},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Renewal as Sites of Language Ideological Struggle The Need for “Ideological Clarification”.\n \n \n \n \n\n\n \n Kroskrity, P. V\n\n\n \n\n\n\n In Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned, pages 71–83. 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{kroskrity_language_2009,\n\ttitle = {Language {Renewal} as {Sites} of {Language} {Ideological} {Struggle} {The} {Need} for “{Ideological} {Clarification}”},\n\tisbn = {0-9670554-4-X},\n\turl = {http://jan.ucc.nau.edu/ jar/ILR/ILR-6.pdf},\n\tabstract = {Drawing on 25 years of linguistic documentation and language renewal research in the Western Mono communities of Central Califor- nia and the Arizona Tewa community, this paper explores the conflicts over the beliefs and feelings about languages and the importance of early-on resolving these conflicts at a local level to enhance language revitalization efforts.},\n\tbooktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}},\n\tauthor = {Kroskrity, Paul V},\n\tyear = {2009},\n\tpages = {71--83},\n}\n\n

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\n \n\n \n \n \n \n \n Kia eke ki ngā taumata, kia pakari ngā kaiako he tirohanga akoranga = An exploration of in-service support and professional development provision for Māori-medium teachers.\n \n \n \n\n\n \n New Zealand. Te Puni Kōkiri\n\n\n \n\n\n\n Te Puni Kōkiri, Wellington, NZ, 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._te_puni_kokiri_kia_2009,\n\taddress = {Wellington, NZ},\n\ttitle = {Kia eke ki ngā taumata, kia pakari ngā kaiako he tirohanga akoranga = {An} exploration of in-service support and professional development provision for {Māori}-medium teachers.},\n\tisbn = {978-0-478-34501-8},\n\tabstract = {In January 2009, Haemata Ltd was contracted by Te Puni Kōkiri to carry out research into the in-service support and professional development provision available to teachers teaching in immersion levels 1 – 4. The purpose of the research was to: • Identify the support and professional development needs of teachers; • Determine whether the type of support and professional development provision available is meeting teacher needs; • Identify the gaps between support and professional development provision and teacher needs; • Determine whether the incentives, support and professional development provision enhanced teacher retention; and, • Identify the issues surrounding access to support and development opportunities.},\n\tlanguage = {eng},\n\tpublisher = {Te Puni Kōkiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2009},\n\tkeywords = {Maori (New Zealand people) Education., Maori language Study and teaching Evaluation., Mātauranga., Reo Māori., Teachers In-service training New Zealand.},\n}\n\n

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\n \n\n \n \n \n \n \n The Legal Māori archive : construction of a large digital collection.\n \n \n \n\n\n \n Darwin, J.; and Stephens, M.\n\n\n \n\n\n\n . 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{darwin_legal_2009,\n\ttitle = {The {Legal} {Māori} archive : construction of a large digital collection},\n\tissn = {1177-3316},\n\tshorttitle = {The {Legal} {Māori} archive},\n\tabstract = {Reports on the establishment of the Legal Māori Project, and in particular on the construction of the first funded output from the Legal Māori Project, the Legal Māori Archive, a freely accessible online digital collection of around 14,000 pages of 19th century texts hosted by the New Zealand Electronic Text Centre (NZETC) at Victoria University of Wellington, comprising Māori language texts (including some English translations or versions) that reveal the bilingual nature of NZ's legal history. Explores the nature of the Legal Māori Project itself as well as some of the challenges faced by the NZETC in establishing the Archive, often typical of those associated with the generation of large digital collections.},\n\tlanguage = {eng},\n\tauthor = {Darwin, Jason and Stephens, Māmari},\n\tyear = {2009},\n\tkeywords = {Digital Libraries, Etc, Law – Archival Resources, Manuscripts, Maori, Maori (New Zealand People) – Legal Status, Maori (New Zealand People) – Library Resources, Maori Language – Business Maori, laws},\n}\n\n

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\n \n\n \n \n \n \n \n \n Indigenous, Minority, and Heritage Language Education in Canada: Policies, Contexts, and Issues.\n \n \n \n \n\n\n \n Duff, P. A.; and Li, D.\n\n\n \n\n\n\n Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 66(1): 1–8. September 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Indigenous,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{duff_indigenous_2009,\n\ttitle = {Indigenous, {Minority}, and {Heritage} {Language} {Education} in {Canada}: {Policies}, {Contexts}, and {Issues}},\n\tvolume = {66},\n\tissn = {0008-4506},\n\turl = {http://www.utpjournals.press/doi/pdf/10.3138/cmlr.66.1.001},\n\tdoi = {10.3138/cmlr.66.1.001},\n\tnumber = {1},\n\tjournal = {Canadian Modern Language Review/ La Revue canadienne des langues vivantes},\n\tauthor = {Duff, Patricia A. and Li, Duanduan},\n\tmonth = sep,\n\tyear = {2009},\n\tkeywords = {Canada, English, French, Government documents and policies, Heritage language education, Identity and language learning, Indigenous, Language education, Language learning, Language settings, Linguistic education, Protection and promotion, language revitalization, minority language education},\n\tpages = {1--8},\n}\n\n

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\n \n\n \n \n \n \n \n High level executive summary quality teaching, research and development : Māori medium.\n \n \n \n\n\n \n New Zealand. Ministry of Education\n\n\n \n\n\n\n Ministry of Education, Wellington, NZ, 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._ministry_of_education_high_2009,\n\taddress = {Wellington, NZ},\n\ttitle = {High level executive summary quality teaching, research and development : {Māori} medium.},\n\tshorttitle = {High level executive summary quality teaching, research and development},\n\tabstract = {The focus of this summary is on the Māori Medium which involved a university team, two school based hubs (settings) of teachers with in-service teacher educator support and a provider to support on-line communication and materials development. The aim of the project was to improve the quality of teaching and learning outcomes for students in Māori medium education, within designated contexts (particularly Tikanga-ā-iwi). QTR\\&D within Māori Medium was managed by Māori for Māori. All the participants collaborated to meet the expressed aspirations of the hubs located in the participating kura. The outcomes of this project will inform policy, and future research and development work with teachers in schools},\n\tlanguage = {eng},\n\tpublisher = {Ministry of Education},\n\tauthor = {{New Zealand. Ministry of Education}},\n\tyear = {2009},\n\tkeywords = {Elementary school teachers In-service training New Zealand., Kura kaupapa Māori.},\n}\n\n

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\n \n\n \n \n \n \n \n Hangaia te mātāpuna o te mōhio. Learning foundations for Māori adults.\n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n Technical Report 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{may_hangaia_2009,\n\ttitle = {Hangaia te mātāpuna o te mōhio. {Learning} foundations for {Māori} adults},\n\tauthor = {May, Stephen},\n\tyear = {2009},\n}\n\n

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\n \n\n \n \n \n \n \n \n Talk more: Student Learning through Reciprocal Conversations.\n \n \n \n \n\n\n \n Grant, S.\n\n\n \n\n\n\n Ph.D. Thesis, 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Talk$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{grant_talk_2009,\n\ttitle = {Talk more: {Student} {Learning} through {Reciprocal} {Conversations}},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/3579},\n\tabstract = {This research explored ways of improving the oral language development of Year 1 children in four low decile mainstream schools who were making limited progress in literacy. Over 82\\% of these students were Māori. Due to the continued impact of past educational policies and the subsequent interruption of the intergenerational transmission of the mother tongue, many Māori children are not exposed to proficient and fluent models either of spoken English or of spoken Māori. Such children struggle to make the English literacy progress expected of them by schools and communities. The central focus of the research was to evaluate a claim that Year 6 students (tuākana) could make a substantial improvement in the oral language achievement of Year 1 students (teina), through engaging with them in regular conversational contexts using the TALES (Talk, Ask, Listen, Encourage, and Say) procedures. This pedagogical approach is understood as one which was culturally responsive for these students. Quantitative analysis of data from three quantitative outcome measures (Record of Oral Language, Junior Oral Screening Tool, and Auditory-Vocal Association Assessment of Verbal Attainments) demonstrated that there were substantial oral language gains for the 72 teina students involved in the study. The quantitative analysis also demonstrated that these gains occurred most strongly during the phases in which the TALES procedures were being implemented by the 72 tuākana students, in accord with the multiple baseline design. Detailed qualitative analysis of a random sample of six of the 72 pairs illustrated both the effectiveness of the tuākana language interaction with the teina, and the different ways that the tuākana were able to implement the TALES procedure. Analysis of five minute probes of transcripts over six weeks from these six tuākana – teina pairs indicated that a wide range of literacy activities and conversations took place. The unique learning needs and personal learning intentions of each tuakana and teina were successfully monitored using this five minute probe procedure. Powerful reciprocal learning processes were evident in transcripts of conversations between the tuākana and the teina, and also within feedback and feed-forward meetings between the tuākana and key teachers. The substantial oral language gains for the teina students in this study were achieved within learning contexts that were social and interactive, and that embodied the principles of ako (learning and teaching roles were shared) and whakawhanaungatanga (building caring and supportive relationships). These principles are among those that underpin pedagogies that are culturally responsive (Bishop \\& Glynn, 1999; Glynn, Wearmouth, \\& Berryman, 2006; Ladson-Billings, 1995, 2006) and transformative. The results of this research study give a clear message to mainstream non-Māori teachers, that they can make a positive and substantial difference to the learning outcomes of their Māori students. iii},\n\tauthor = {Grant, Sarah},\n\tyear = {2009},\n\tkeywords = {Cultural responsiveness, Educational outcomes, Encouragement, English teaching, Language skills, Learning outcomes, Listening skills, Literacy, Literacy Education, Literacy achievement, Māori Language, Māori students, Oral Language, Personalised learning, Primary school students, Reciprocal teaching, Whanaungatanga},\n}\n\n

\n\n\n

\n This research explored ways of improving the oral language development of Year 1 children in four low decile mainstream schools who were making limited progress in literacy. Over 82% of these students were Māori. Due to the continued impact of past educational policies and the subsequent interruption of the intergenerational transmission of the mother tongue, many Māori children are not exposed to proficient and fluent models either of spoken English or of spoken Māori. Such children struggle to make the English literacy progress expected of them by schools and communities. The central focus of the research was to evaluate a claim that Year 6 students (tuākana) could make a substantial improvement in the oral language achievement of Year 1 students (teina), through engaging with them in regular conversational contexts using the TALES (Talk, Ask, Listen, Encourage, and Say) procedures. This pedagogical approach is understood as one which was culturally responsive for these students. Quantitative analysis of data from three quantitative outcome measures (Record of Oral Language, Junior Oral Screening Tool, and Auditory-Vocal Association Assessment of Verbal Attainments) demonstrated that there were substantial oral language gains for the 72 teina students involved in the study. The quantitative analysis also demonstrated that these gains occurred most strongly during the phases in which the TALES procedures were being implemented by the 72 tuākana students, in accord with the multiple baseline design. Detailed qualitative analysis of a random sample of six of the 72 pairs illustrated both the effectiveness of the tuākana language interaction with the teina, and the different ways that the tuākana were able to implement the TALES procedure. Analysis of five minute probes of transcripts over six weeks from these six tuākana – teina pairs indicated that a wide range of literacy activities and conversations took place. The unique learning needs and personal learning intentions of each tuakana and teina were successfully monitored using this five minute probe procedure. Powerful reciprocal learning processes were evident in transcripts of conversations between the tuākana and the teina, and also within feedback and feed-forward meetings between the tuākana and key teachers. The substantial oral language gains for the teina students in this study were achieved within learning contexts that were social and interactive, and that embodied the principles of ako (learning and teaching roles were shared) and whakawhanaungatanga (building caring and supportive relationships). These principles are among those that underpin pedagogies that are culturally responsive (Bishop & Glynn, 1999; Glynn, Wearmouth, & Berryman, 2006; Ladson-Billings, 1995, 2006) and transformative. The results of this research study give a clear message to mainstream non-Māori teachers, that they can make a positive and substantial difference to the learning outcomes of their Māori students. iii\n

\n\n\n

\n \n\n \n \n \n \n \n \n Te Arawa māngai hui.\n \n \n \n \n\n\n \n Keepa, M.\n\n\n \n\n\n\n He Muka. 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{keepa_te_2009,\n\ttitle = {Te {Arawa} māngai hui},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka whakatakotoria te rautaki whakaora reo Māori a Te Taura Whiri i te Reo Māori kei te whakahaerehia tuatahitia ki Te Arawa i tēnei wā., Details the Māori language revitalisation strategy of the Māori Language Commission which is being trialled with Te Arawa.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Keepa, Mataia},\n\tyear = {2009},\n\tkeywords = {Language Revival, Māori Language, Reo Māori},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language is Life The Worldview of Second Language Speakers of Māori.\n \n \n \n \n\n\n \n King, J.\n\n\n \n\n\n\n In Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned, pages 97–108. 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@incollection{king_language_2009,\n\ttitle = {Language is {Life} {The} {Worldview} of {Second} {Language} {Speakers} of {Māori}},\n\tisbn = {0-9670554-4-X},\n\turl = {http://www.canterbury.ac.nz/spark/Researcher.aspx?researcherid=85488},\n\tabstract = {Second-language adult speakers of Māori form the large bulk of proficient speakers of the language. The engagement these adults have with the Māori language is motivated by a strongly-held worldview centered on personal transformation which enables them to engage with and maintain a relationship with the Māori language. This worldview appears to have a different focus to that held by national and tribal language planners and speakers of other indigenous languages. One factor that languages undergoing revitalization have in common is a group of language fanatics, people who are passionately dedicated to revitalizing their heritage language. In New Zealand there are many Māori who are devoted to becoming fluent second language speakers of Māori. These people are typically involved with the teaching profession and have children who they are raising in a Māori speaking environment. These people are the necessary intermediate stage: the second language speaking generation which is needed to produce a new generation of first language speakers of Māori. The zeal which these adult second language learners have for the language is something that they have sustained for a number of years. What motivates people such as these to become fluent second language speakers of their heritage language? Are they motivated by the idea of saving their language? Or is their motivation more personal? This paper examines the worldview of second language adult speakers of Māori in New Zealand and contrasts their perspective with that of language planners and speakers of other indigenous languages},\n\tbooktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}},\n\tauthor = {King, Jeanette},\n\tyear = {2009},\n\tkeywords = {Adherence, Adult Learners, Association with Ancestors and Culture, Indigenous, Individual focus, Kaupapa Māori Philosophy, Language Fanatics, Language revitalisation, Mārama pū, New Age Humanism, North American Situation, Proficiency, Second Language, The Motivations for Learning, Worldview of Second Language Learners},\n\tpages = {97--108},\n}\n\n

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\n \n\n \n \n \n \n \n Raising bi-lingual tamariki.\n \n \n \n\n\n \n Rewi, A.\n\n\n \n\n\n\n . 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{rewi_raising_2009,\n\ttitle = {Raising bi-lingual tamariki},\n\tissn = {1177-7222},\n\tabstract = {Catches up with the Tuuta/Roberts and Hakaria whānau, two Christchurch families whose children are in bi-lingual education. Talks to them about how they are supporting their tamariki with te reo.},\n\tlanguage = {eng},\n\tauthor = {Rewi, Adrienne},\n\tyear = {2009},\n\tkeywords = {Bilingual, Bilingualism, Education, Kāi Tahu (New Zealand People), Māori Language – Study And Teaching, Reo Māori},\n}\n\n

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\n \n\n \n \n \n \n \n \n Toitū te iwi : a journey in the evolution of cultural identity.\n \n \n \n \n\n\n \n O&Apos; and O'Regan, H.\n\n\n \n\n\n\n . 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Toitū$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{o&apos_toitu_2009,\n\ttitle = {Toitū te iwi : a journey in the evolution of cultural identity},\n\tissn = {1178-6035},\n\tshorttitle = {Toitū te iwi},\n\turl = {http://tekaharoa.com/index.php/tekaharoa/article/view/45},\n\tabstract = {The author reflects on her own personal journey of cultural identity and development. Discusses the importance of cultural identity and the need for language development in Ngai Tahu.},\n\tlanguage = {eng},\n\turldate = {2016-07-17},\n\tauthor = {{O\\&Apos} and O'Regan, Hana},\n\tyear = {2009},\n\tkeywords = {Kāi Tahu (New Zealand People), Māori (New Zealand People) – Ethnic Identity, Māori (New Zealand People) – Language, Reo Māori},\n}\n\n

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\n \n\n \n \n \n \n \n Indigenous language revitalization : encouragement, guidance & lessons learned.\n \n \n \n\n\n \n Reyhner, J. A.; Lockard, L.; and Stabilizing Indigenous Languages Symposium\n\n\n \n\n\n\n Northern Arizona University, 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{reyhner_indigenous_2009,\n\ttitle = {Indigenous language revitalization : encouragement, guidance \\& lessons learned},\n\tshorttitle = {Indigenous language revitalization},\n\tabstract = {Introduction – 1. Encouragement, guidance and lessons learned: 21 years in the trenches of indigenous language revitalization / Darrell Kipp – 2. Wenesh Waa Oshkii-Bmaadizijig Noondamowaad? What Will the Young Children Hear? / Margaret Noori – 3. Someone Else's Language: On the Role of Linguists in Language Revitalization / Peggy Speas – 4. Must There Be Two Solitudes? Language Activists and Linguists Working Together / Keren Rice – 5. Linguistic Cages and the Limits of Linguists / – Lenore grenoble – 6. Language Renewal as Sites of Language Ideological Struggle: the Need for "Ideological Clarification" / Paul V. Kroskrity – 7. Changing Pronunciation of the M–ori Language: Implications for Revitalization / Jeanette King, Ray Harlow, Catherine Watson, Peter Keegan and Margaret Maclagan – 8. Language is Life: The Worldview of Second Language Speakers of M–ori / Jeanette King – 9. Reo O Te Kainga (Language of the Home): A Ng–i Te Rangi Language Regeneration Project / Ngareta Timutimu, Teraania Ormsby-Teki and Riri Ellis – 10. Indigenous New Words Creation: Perspectives from Alaska and Hawai-i / Larry Kimura, The Hawaiian Lexicon Committee and Isiik April G.L. Counceller – 11. The Pedagogical Potential of Multimedia Dictionaries: Lessons from a Community Dictionary Project / Haley De Korne and The Burt Lake Band of Ottawa and Chippewa Indians – 12. Developing Intermediate Language Learning Materials: A Labrador Inuttitut Story Database / Joan Dicker, Ewan Dunbar and Alana Johns – 13. Indigenous Language Revitalization and Technology: From Traditional to Contemporary Domains / Candace K. Galla – 14. Blackfoot Lullabies and Language Revitalization / Mizuki Miyashita and Shirlee Crow Shoe – 15. Modifying Assessment Tools for Ganøhsesge:kha:- Hø:nødeyø:stha, a Seneca Culture-Language School / Melissa Borgia – The Contributors.},\n\tlanguage = {eng},\n\tpublisher = {Northern Arizona University},\n\tauthor = {Reyhner, Jon Allan and Lockard, Louise and {Stabilizing Indigenous Languages Symposium}},\n\tyear = {2009},\n\tkeywords = {Endangered languages Congresses., Language maintenance Congresses., Language policy Congresses., Linguistic minorities Congresses., Linguistic minorities Government policy Congresses.},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Restoration Before Funding: Or, what to do before the grants come through.\n \n \n \n \n\n\n \n Ahlers, J. C.\n\n\n \n\n\n\n Technical Report Report 14 Survey of California and other Indian languages., University of California at Berkeley, 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{ahlers_language_2009,\n\ttype = {Conference {Presentation}},\n\ttitle = {Language {Restoration} {Before} {Funding}: {Or}, what to do before the grants come through.},\n\turl = {http://linguistics.berkeley.edu/ survey/documents/survey-reports/survey-report-14.06-ahlers.pdf},\n\tnumber = {Report 14 Survey of California and other Indian languages.},\n\tinstitution = {University of California at Berkeley},\n\tauthor = {Ahlers, Jocelyn C.},\n\tyear = {2009},\n\tkeywords = {Ako, California State University, Elem Pomo Language Group, Phrasebook, Tāwāhi, creating practical orthography, documentation efforts, immersion camps, learning, native Canadian Indian, revitalisation techniques with limited funds, revitalization process},\n\tpages = {48--59},\n}\n\n

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\n \n\n \n \n \n \n \n Te Hū o Te Puoro Ko te mōteatea te mataaho ki te pā o te hinengaro Māori, ki te ao Māori.\n \n \n \n\n\n \n Ngata, W. J.\n\n\n \n\n\n\n 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{ngata_te_2009,\n\ttitle = {Te {Hū} o {Te} {Puoro} {Ko} te mōteatea te mataaho ki te pā o te hinengaro {Māori}, ki te ao {Māori}},\n\tauthor = {Ngata, Wayne James},\n\tyear = {2009},\n\tkeywords = {Māori chants, Mōteatea, Waiata},\n}\n\n

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\n \n\n \n \n \n \n \n \n Did you hear the one about the Irish chick who teaches Māori at the Wā?.\n \n \n \n \n\n\n \n Fitzpatrick, L.\n\n\n \n\n\n\n . 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Did$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{fitzpatrick_did_2009,\n\ttitle = {Did you hear the one about the {Irish} chick who teaches {Māori} at the {Wā}?},\n\tissn = {2230-2387},\n\turl = {http://ndhadeliver.natlib.govt.nz/delivery/DeliveryManagerServlet?dps_pid=IE2581590},\n\tabstract = {Ka titiro, ka whakapūmahara anō i ngā whawhai ake o te kaituhi ki te whai i tōna tūranga pai ki te kōrero me te whakaako i te reo Māori. Ka rāpoptongia te hiranga o tētahi mahere reo, ā, ka āta whakahuatia kia rima ngā wāhanga matua kia ine ai te oranga o tētahi reo. Ka hōatu kia rua ngā mātau ake hai āwhina te ako i tētahi reo tuarua., Looks and reflects on the author's personal struggle to find her place and be comfortable speaking and teaching te reo Māori. Outlines the importance of a language plan and enumerates five primary areas by which the health of a language can be measured. Gives two helpful personal insights into learning a second language.},\n\tlanguage = {eng},\n\tauthor = {Fitzpatrick, Leah},\n\tyear = {2009},\n\tkeywords = {Language Teachers, Language Teachers – Attitudes, Matareo, Māori (New Zealand People) – Education, Māori (New Zealand People) – Language, Reo Māori},\n}\n\n

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\n \n\n \n \n \n \n \n \n Linguistic Cages and the Limits of Linguists.\n \n \n \n \n\n\n \n Grenoble, L. A\n\n\n \n\n\n\n In Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned., pages 61–69. 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Linguistic$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{grenoble_linguistic_2009,\n\ttitle = {Linguistic {Cages} and the {Limits} of {Linguists}},\n\tisbn = {0-9670554-4-X},\n\turl = {http://jan.ucc.nau.edu/ jar/ILR/ILR-5.pdf},\n\tabstract = {Language documentation has largely been driven by the needs and goals of the community of (external) linguists, with less attention to the needs of communities of language users and potential speakers. The result is a mismatch between the materials produced by linguists and the needs of communities. Yet in order for any revitalization program to be successful, it must be driven by the community. The present situation calls for a reassessment of the goals and methods of linguistic research on endangered languages, with a need for research agendas to be collab- oratively determined, with potential results shaped from the ground up by communities themselves. The varying differences between individual situations and between individuals within single communities means that there will no be single solution across all language settings},\n\tbooktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}.},\n\tauthor = {Grenoble, Lenore A},\n\tyear = {2009},\n\tpages = {61--69},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Management.\n \n \n \n \n\n\n \n Spolsky, B.\n\n\n \n\n\n\n . 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{spolsky_language_2009,\n\ttitle = {Language {Management}},\n\turl = {http://ebooks.cambridge.org/ref/id/CBO9780511626470},\n\tdoi = {10.1017/CBO9780511626470},\n\tauthor = {Spolsky, Bernard},\n\tyear = {2009},\n}\n\n

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\n \n\n \n \n \n \n \n \n Benefits of a Māori immersion programme at tertiary level.\n \n \n \n \n\n\n \n Morehu, T. R.; Lolesio, V; Piper, D; and Pomare, S\n\n\n \n\n\n\n MAI Review, 1: 1–7. 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Benefits$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{morehu_benefits_2009,\n\ttitle = {Benefits of a {Māori} immersion programme at tertiary level},\n\tvolume = {1},\n\turl = {http://www.review.mai.ac.nz/index.php/MR/article/viewArticle/200},\n\tabstract = {This paper discusses the benefits of a Māori immersion programme known as ‘Te Reo Hāpai' that leads to a tertiary level Foundation Certificate. The programme was established in accordance with partnership principles of the Treaty of Waitangi and reflects culturally responsive teaching pedagogies consistent with Kaupapa Māori (Māori philosophies). Three students and their teacher write about experiences encountered while studying within Te Reo Hāpai showing their opportunities for engagement and transformation.},\n\tjournal = {MAI Review},\n\tauthor = {Morehu, Te Rongopai and Lolesio, V and Piper, D and Pomare, S},\n\tyear = {2009},\n\tkeywords = {Māori Language, oppression, tertiary education, transformation},\n\tpages = {1--7},\n}\n\n

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@article{de_bres_behaviours_2009,\n\ttitle = {The {Behaviours} of {Non}-{Maori} {New} {Zealanders} towards the {Maori} {Language}},\n\tvolume = {52},\n\tissn = {0494-8440},\n\tabstract = {When majority language speakers are referred to in minority language planning, it is generally in relation to their 'attitudes'. It is not just the attitudes of majority language speakers that impact on minority languages, however, but also their behaviours. Accordingly, 'planning for tolerability' (de Bres 2008a) targets both the attitudes and behaviours of majority language speakers towards minority languages. This article addresses the little-considered question of what behaviours non-Maori New Zealanders might adopt to support Maori language regeneration. An analysis of New Zealand government Maori language policy and the questionnaire and interview responses of eighty non-Maori New Zealanders reveals that, while the government's position on 'desired behaviours' for non- Maori is unclear at best, non-Maori New Zealanders have a wide range of such behaviours in mind. The extent to which these non-Maori are willing to engage in these behaviours is a complex matter, influenced both by their own attitudes towards the Maori language and by other factors. These results have suggestive implications for the future development of Maori language planning targeting non-Maori, but leave open a further question: whether the behaviours identified are those that Maori New Zealanders might themselves desire from non-Maori.},\n\tlanguage = {eng},\n\tjournal = {Te Reo},\n\tauthor = {de Bres, Julia},\n\tyear = {2009},\n\tkeywords = {Maori language–Social aspects},\n\tpages = {17--45},\n}\n\n

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@article{hornberger_multilingual_2009,\n\ttitle = {Multilingual education policy and practice: {Ten} certainties (grounded in {Indigenous} experience)},\n\tvolume = {42},\n\tissn = {0261-4448},\n\tshorttitle = {Multilingual education policy and practice},\n\tdoi = {10.1017/S0261444808005491},\n\tabstract = {Although multilingualism and multilingual education have existed for centuries, our 21st-century entrance into the new millennium has brought renewed interest and contestation around this educational alternative. Ethnolinguistic diversity and inequality, intercultural communication and contact, and global political and economic interdependence are more than ever acknowledged realities of today's world, and all of them put pressures on our educational systems. Now, as throughout history, multilingual education offers the best possibilities for preparing coming generations to participate in constructing more just and democratic societies in our globalized and intercultural world; however, it is not unproblematically achieved. There are many unanswered questions and doubts as to policy and implementation, program and curricular design, classroom instruction practices, pedagogy, and teacher professional development, but there is also much that we understand and know very well, based on empirical research in many corners of the world. Here I highlight Bolivian and other Indigenous educational experiences with which I am most familiar, and which capture certainties that hold beyond the particular instances I describe. My emphasis is on what we know and are sure of, and my goal is to convey my deep conviction that multilingual education constitutes a wide and welcoming educational doorway toward peaceful coexistence of peoples and especially restoration and empowerment of those who have been historically oppressed. [PUBLICATION ]},\n\tlanguage = {eng},\n\tnumber = {2},\n\tjournal = {Language Teaching},\n\tauthor = {Hornberger, Nancy},\n\tyear = {2009},\n\tkeywords = {Globalization, Language Instruction, Language Policy, Multilingualism},\n\tpages = {197--211},\n}\n\n

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@book{warner_revitalization_2009,\n\ttitle = {Revitalization in a scattered language community: {Problems} and methods from the perspective of {Mutsun} language revitalization},\n\tvolume = {198},\n\tabstract = {This article addresses revitalization of a dormant language whose prospec- tive speakers live in scattered geographical areas. In comparison to increas- ing the usage of an endangered language, revitalizing a dormant language (one with no living speakers) requires di¤erent methods to gain knowledge of the language. Language teaching for a dormant language with a scattered community presents di¤erent problems from other teaching situations. In this article, we discuss the types of tasks that must be accomplished for dormant-language revitalization, with particular focus on development of teaching materials. We also address the role of computer technologies, ar- guing that each use of technology should be evaluated for how e¤ectively it increases fluency. We discuss methods for achieving semi-fluency for the first new speakers of a dormant language, and for spreading the language through the community.},\n\tauthor = {Warner, Natasha and Luna, Quirina and Butler, Lynnika and Van Volkinburg, Heather},\n\tyear = {2009},\n}\n\n

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@incollection{king_changing_2009,\n\ttitle = {Changing {Pronunciation} of the {Māori} {Language} {Implications} for {Revitalization}},\n\tisbn = {0-9670554-4-X},\n\turl = {http://www.ncela.us/files/rcd/BE021526/Revaluing_Indigenous_Language.pdf},\n\tabstract = {Over the last century, the pronunciation of the Māori language has changed. An analysis of these changes indicates that the phonology of the dialect of English spoken in New Zealand is having a far-reaching impact on a number of aspects of Māori phonology. Implications of these changes for Māori language revitalization and the revitalization of other languages are discussed and preliminary developments in the production of a pronunciation aid are presented},\n\tbooktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}},\n\tauthor = {King, Jeanette and Harlow, Ray and Watson, Catherine and Keegan, Peter and Maclagan, Margaret},\n\tyear = {2009},\n\tpages = {85--96},\n}\n\n

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@book{international_indigenous_librarians_forum_maku_2009,\n\ttitle = {Māku anō e hanga tōku nei whare {Determining} our future : sixth {International} {Indigenous} {Librarians}' {Forum} 2009 : held at {Te} {Wānanga}-o-{Raukawa}, Ōtaki, {Aotearoa}/{New} {Zealand}, 1 - 4 {February} 2009.},\n\tshorttitle = {Māku anō e hanga tōku nei whare {Determining} our future},\n\tabstract = {A forum for promoting best practices within libraries, museums, archives and educational institutions for serving indigenous peoples, while preserving language, traditions, culture and values., The International Indigenous Librarians Forum was created to address ways to foster and preserve language, traditions, culture and the values of Indigenous peoples from all over the world. The Forum creates an opportunity to network and exchange ideas for best practices within libraries, museums, archives and educational institutions. The Forum held every two years arose from a network of indigenous library professionals from Aotearoa, Australia and America in recognition of a commonality of 'indigenous' experience. The first Forum was held in Auckland, New Zealand in 1999. Subsequent fora have been held in Jokkmokk, Sweden; Santa Fe, New Mexico; Saskatchewan, Canada and Brisbane, Australia. After 10 years, IILF returned to Aotearoa and was proudly hosted by Te Ropū Whakahau in partnership with Te Wananga o Raukawa. The 2009 theme was Maku ano e hanga toku nei whare - Determining our Future.},\n\tlanguage = {eng},\n\tpublisher = {Te Rōpū Whakahau ; Otaki, NZ},\n\tauthor = {{International Indigenous Librarians' Forum}},\n\tyear = {2009},\n\tkeywords = {Hui., Indigenous peoples Information services Congresses., Libraries and minorities Congresses., Mana ake., Maori (New Zealand people) Information services Congresses., Minority librarians Congresses., Tangata whenua., Tāngata.},\n}\n\n

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@incollection{rice_must_2009,\n\ttitle = {Must {There} {Be} {Two} {Solitudes}? {Language} {Activists} and {Linguists} {Working} {Together}},\n\tisbn = {0-9670554-4-X},\n\turl = {http://jan.ucc.nau.edu/ jar/ILR/ILR-4.pdf},\n\tabstract = {This paper suggests that there can be two solitudes that divide linguists and language activists and argues that there needs to be a mutual recognition that linguists and Indigenous communities need to work together to help revitalize Indigenous languages. It takes a community of people to revitalize an Indigenous language, and in order for linguists and language activists to truly work together, general principles such as relationships, respect, reciprocity and recognition are critical.},\n\tbooktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}.},\n\tauthor = {Rice, Keren},\n\tyear = {2009},\n\tpages = {37--59},\n}\n\n

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@article{spolsky_rescuing_2009,\n\ttitle = {Rescuing {Maori}: {The} last 40 years},\n\tvolume = {6},\n\turl = {http://www.elpublishing.org/docs/1/06/ldd06_02.pdf},\n\tabstract = {The public recognition of language endangerment (Hale 1991, Krauss 1991) has led to the establishment of a impressive number of centers and foundations2 devoted to documentary work in the hope of recording the diversity of languages before the threatened rapid death of so many (Crystal 2000, Nettle and Romaine 2000). The most dramatic cases are those where only a handful of native speakers remain.3 In these instances, where it is necessary to reconstruct the grammar and lexicon of a usually unwritten variety, the task is not unlike that of the linguistic anthropologists and descriptive linguists who for many years concentrated on a language rather than on its speakers, at the same time developing warm personal relationships with those that they once labeled informants. But the anxiety over language loss and death (Dorian 1981) goes back even further, at least to the major study of language loyalty in the United States carried out by Joshua Fishman (Fishman 1966; Fishman et al. 1964) to try to understand if what was happening to his own native Yiddish was a more general phenomenon.},\n\tnumber = {January 2008},\n\tjournal = {Language Documentation and Description},\n\tauthor = {Spolsky, Bernard},\n\tyear = {2009},\n\tpages = {11--36},\n}\n\n

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@techreport{timutimu_reo_2009,\n\ttitle = {Reo o te {Kāinga} ({Language} of the {Home}) {A} {Ngāi} {Te} {Rangi} {Language} {Regeneration} {Project}},\n\turl = {http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Reo+o+te+Kāinga+(+Language+of+the+Home+)+A+Ngāi+Te+Rangi+Language+Regeneration+Project#0},\n\tabstract = {This paper1 presents the preliminary findings of a 12 month col- laborative research project called Reo o te Kāinga (Language of the Home) that was conducted in the Western Bay of Plenty of New Zealand with nine Ngāi Te Rangi whānau (families). The research is a collab- orative project where researchers and whānau members' work together to identify barriers and solutions associated with increasing speaking Māori language in the home. Four prominent themes that emerged in the research are discussed: 1) the influence of spiritual and traditional values, 2) whānau relationships and roles, 3) motivation, commitment and consistency and 4) the influence of image and social norms.},\n\tauthor = {Timutimu, Ngareta and Ormsby-Teki, Teraania and Ellis, Riri},\n\tyear = {2009},\n\tpages = {109--120},\n}\n\n

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@article{noauthor_study_2009,\n\ttitle = {Study towards {Māori} teaching expertise},\n\tissn = {1174-8818},\n\tabstract = {Informs of the Ministry of Education Māori-medium/bilingual education study awards, the purpose of which is to increase the number of quality teachers who possess the required skills to teach in Māori-medium settings. Chats to participating teachers. Highlights the implementation of te reo me ōna tikanga Māori at Rotorua Boys' High School.},\n\tlanguage = {eng},\n\tyear = {2009},\n\tkeywords = {Etc, Fellowships, Immersion Method (Language Teaching), Māori Language – Study And Teaching, Teachers – Scholarships},\n}\n\n

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@article{king_language_2009,\n\ttitle = {Language is life: the worldview of second language speakers of {Māori}},\n\tshorttitle = {Language is life},\n\turl = {http://epub.sub.uni-hamburg.de/epub/volltexte/2013/23244/pdf/ILR.pdf#page=105},\n\tabstract = {Second-language adult speakers of Māori form the large bulk of proficient speakers of the language. The engagement these adults have with the Māori language is motivated by a strongly-held worldview centered on personal transformation which enables them to engage with and maintain a relationship with the Māori language. This worldview appears to have a different focus to that held by national and tribal language planners and speakers of other indigenous languages. One factor that languages undergoing revitalization have in common is a group of language fanatics, people who are passionately dedicated to revitalizing their heritage language. In New Zealand there are many Māori who are devoted to becoming fluent second language speakers of Māori. These people are typically involved with the teaching profession and have children who they are raising in a Māori speaking environment. These people are the necessary intermediate stage: the second language speaking generation which is needed to produce a new generation of first language speakers of Māori. The zeal which these adult second language learners have for the language is something that they have sustained for a number of years. What motivates people such asthese to become fluentsecond language speakers of their heritage language? Are they motivated by the idea of saving their language? Or is their motivation more personal? This paper examines the worldview of second language adult speakers of Māori in New Zealand and contrasts their perspective with that of language planners and speakers of other indigenous languages.},\n\turldate = {2015-12-22},\n\tjournal = {Indigenous language revitalization: encouragement, guidance \\& lessons learned},\n\tauthor = {King, Jeanette},\n\tyear = {2009},\n\tpages = {97--108},\n}\n\n

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@article{wehi_missing_2009,\n\ttitle = {Missing in translation: {Maori} language and oral tradition in scientific analyses of traditional ecological knowledge ({TEK})},\n\tvolume = {39},\n\tissn = {0303-6758},\n\turl = {http://www.informaworld.com/openurl?genre=article&doi=10.1080/03014220909510580&magic=crossref||D404A21C5BB053405B1A640AFFD44AE3},\n\tdoi = {10.1080/03014220909510580},\n\tnumber = {4},\n\tjournal = {Journal of the Royal Society of New Zealand},\n\tauthor = {Wehi, Priscilla and Whaanga, Hemi and Roa, Tom},\n\tmonth = dec,\n\tyear = {2009},\n\tpages = {201--204},\n}\n\n

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\n \n\n \n \n \n \n \n Whānau get involved; Fleshing out the meaning; Kura embark on new directions.\n \n \n \n\n\n \n Erb, W.\n\n\n \n\n\n\n . 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{erb_whanau_2009,\n\ttitle = {Whānau get involved; {Fleshing} out the meaning; {Kura} embark on new directions},\n\tissn = {1174-8818},\n\tabstract = {Observes the input of whanau in marautanga-a-kura at Māori-medium schools. Speaks to Kawerau North School rumaki (immersion) unit resource teacher of Māori (RTM) Ripeka Lessels, TKKM o Takapau RTM Louise Keepa, and Waitara East School RTM Tiri Bailey-Nowell about the opportunity Te Marautanga o Aotearoa offers schools to engage with whānau and promote local knowledge. Lists regional Marautanga o Aotearoa coordinators.},\n\tlanguage = {eng},\n\tauthor = {Erb, Wayne},\n\tyear = {2009},\n\tkeywords = {Immersion Method (Language Teaching), Maori (New Zealand People) – Education, Native Language And Education, Schools – Citizen Participation},\n}\n\n

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\n \n\n \n \n \n \n \n \n Frameworks and models in language policy and planning.\n \n \n \n \n\n\n \n Hornberger, N. H.\n\n\n \n\n\n\n In An introduction to language policy: Theory and method.. Wiley, 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Frameworks$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{hornberger_frameworks_2009,\n\ttitle = {Frameworks and models in language policy and planning.},\n\tshorttitle = {978-1-4051-1497-4},\n\turl = {http://www.bama.ua.edu/ jpetrovi/bef585/readings/chaptersfromRicento.pdf},\n\tbooktitle = {An introduction to language policy: {Theory} and method.},\n\tpublisher = {Wiley},\n\tauthor = {Hornberger, Nancy H.},\n\tyear = {2009},\n}\n\n

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\n \n\n \n \n \n \n \n He kura Māori mō tō tamaiti Māori immersion education for your child.\n \n \n \n\n\n \n New Zealand. Te Puni Kōkiri\n\n\n \n\n\n\n Te Puni Kōkiri, Wellington, NZ, 2009.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._te_puni_kokiri_he_2009,\n\taddress = {Wellington, NZ},\n\ttitle = {He kura {Māori} mō tō tamaiti {Māori} immersion education for your child.},\n\tabstract = {Mäori immersion education includes schools, units and classrooms where all teaching and learning is carried out in te reo Mäori. These Mäori language education settings are often called kura Mäori and can go from Years 1-13 (i.e. primary through to intermediate and secondary levels). Kura Mäori play an important role in the revitalisation and retention of te reo Mäori me ngä tikanga Mäori. In kura Mäori, students are encouraged to value their identity as Mäori. They develop key skills and knowledge through Mäori settings and ideas},\n\tlanguage = {mao;eng},\n\tpublisher = {Te Puni Kōkiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2009},\n\tkeywords = {Children, Kura kaupapa Māori., Kura tuatahi., Maori (New Zealand people) Education (Elementary), Maori Education (Elementary), Maori language Study and teaching Immersion method., Mātauranga., Reo Māori.},\n}\n\n

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@incollection{kroskrity_language_2009,\n\ttitle = {Language {Renewal} as {Sites} of {Language} {Ideological} {Struggle} {The} {Need} for “{Ideological} {Clarification}”},\n\tisbn = {0-9670554-4-X},\n\turl = {http://jan.ucc.nau.edu/ jar/ILR/ILR-6.pdf},\n\tabstract = {Drawing on 25 years of linguistic documentation and language renewal research in the Western Mono communities of Central Califor- nia and the Arizona Tewa community, this paper explores the conflicts over the beliefs and feelings about languages and the importance of early-on resolving these conflicts at a local level to enhance language revitalization efforts.},\n\tbooktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}},\n\tauthor = {Kroskrity, Paul V},\n\tyear = {2009},\n\tpages = {71--83},\n}\n\n

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@book{new_zealand._te_puni_kokiri_kia_2009,\n\taddress = {Wellington, NZ},\n\ttitle = {Kia eke ki ngā taumata, kia pakari ngā kaiako he tirohanga akoranga = {An} exploration of in-service support and professional development provision for {Māori}-medium teachers.},\n\tisbn = {978-0-478-34501-8},\n\tabstract = {In January 2009, Haemata Ltd was contracted by Te Puni Kōkiri to carry out research into the in-service support and professional development provision available to teachers teaching in immersion levels 1 – 4. The purpose of the research was to: • Identify the support and professional development needs of teachers; • Determine whether the type of support and professional development provision available is meeting teacher needs; • Identify the gaps between support and professional development provision and teacher needs; • Determine whether the incentives, support and professional development provision enhanced teacher retention; and, • Identify the issues surrounding access to support and development opportunities.},\n\tlanguage = {eng},\n\tpublisher = {Te Puni Kōkiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2009},\n\tkeywords = {Maori (New Zealand people) Education., Maori language Study and teaching Evaluation., Mātauranga., Reo Māori., Teachers In-service training New Zealand.},\n}\n\n

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@article{darwin_legal_2009,\n\ttitle = {The {Legal} {Māori} archive : construction of a large digital collection},\n\tissn = {1177-3316},\n\tshorttitle = {The {Legal} {Māori} archive},\n\tabstract = {Reports on the establishment of the Legal Māori Project, and in particular on the construction of the first funded output from the Legal Māori Project, the Legal Māori Archive, a freely accessible online digital collection of around 14,000 pages of 19th century texts hosted by the New Zealand Electronic Text Centre (NZETC) at Victoria University of Wellington, comprising Māori language texts (including some English translations or versions) that reveal the bilingual nature of NZ's legal history. Explores the nature of the Legal Māori Project itself as well as some of the challenges faced by the NZETC in establishing the Archive, often typical of those associated with the generation of large digital collections.},\n\tlanguage = {eng},\n\tauthor = {Darwin, Jason and Stephens, Māmari},\n\tyear = {2009},\n\tkeywords = {Digital Libraries, Etc, Law – Archival Resources, Manuscripts, Maori, Maori (New Zealand People) – Legal Status, Maori (New Zealand People) – Library Resources, Maori Language – Business Maori, laws},\n}\n\n

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\n \n\n \n \n \n \n \n \n Indigenous, Minority, and Heritage Language Education in Canada: Policies, Contexts, and Issues.\n \n \n \n \n\n\n \n Duff, P. a.; and Li, D.\n\n\n \n\n\n\n Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 66(1): 1–8. September 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Indigenous,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{duff_indigenous_2009,\n\ttitle = {Indigenous, {Minority}, and {Heritage} {Language} {Education} in {Canada}: {Policies}, {Contexts}, and {Issues}},\n\tvolume = {66},\n\tissn = {0008-4506},\n\turl = {http://utpjournals.metapress.com/openurl.asp?genre=article&id=doi:10.3138/cmlr.66.1.001},\n\tdoi = {10.3138/cmlr.66.1.001},\n\tnumber = {1},\n\tjournal = {Canadian Modern Language Review/ La Revue canadienne des langues vivantes},\n\tauthor = {Duff, Patricia a. and Li, Duanduan},\n\tmonth = sep,\n\tyear = {2009},\n\tpages = {1--8},\n}\n\n

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@book{new_zealand._ministry_of_education_high_2009,\n\taddress = {Wellington, NZ},\n\ttitle = {High level executive summary quality teaching, research and development : {Māori} medium.},\n\tshorttitle = {High level executive summary quality teaching, research and development},\n\tabstract = {The focus of this summary is on the Māori Medium which involved a university team, two school based hubs (settings) of teachers with in-service teacher educator support and a provider to support on-line communication and materials development. The aim of the project was to improve the quality of teaching and learning outcomes for students in Māori medium education, within designated contexts (particularly Tikanga-ā-iwi). QTR\\&D within Māori Medium was managed by Māori for Māori. All the participants collaborated to meet the expressed aspirations of the hubs located in the participating kura. The outcomes of this project will inform policy, and future research and development work with teachers in schools},\n\tlanguage = {eng},\n\tpublisher = {Ministry of Education},\n\tauthor = {{New Zealand. Ministry of Education}},\n\tyear = {2009},\n\tkeywords = {Elementary school teachers In-service training New Zealand., Kura kaupapa Māori.},\n}\n\n

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@techreport{may_hangaia_2009,\n\ttitle = {Hangaia te mātāpuna o te mōhio. {Learning} foundations for {Māori} adults},\n\tauthor = {May, Stephen},\n\tyear = {2009},\n}\n\n

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@phdthesis{grant_talk_2009,\n\ttitle = {Talk more: {Student} {Learning} through {Reciprocal} {Conversations}},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/3579},\n\tabstract = {This research explored ways of improving the oral language development of Year 1 children in four low decile mainstream schools who were making limited progress in literacy. Over 82\\% of these students were Māori. Due to the continued impact of past educational policies and the subsequent interruption of the intergenerational transmission of the mother tongue, many Māori children are not exposed to proficient and fluent models either of spoken English or of spoken Māori. Such children struggle to make the English literacy progress expected of them by schools and communities. The central focus of the research was to evaluate a claim that Year 6 students (tuākana) could make a substantial improvement in the oral language achievement of Year 1 students (teina), through engaging with them in regular conversational contexts using the TALES (Talk, Ask, Listen, Encourage, and Say) procedures. This pedagogical approach is understood as one which was culturally responsive for these students. Quantitative analysis of data from three quantitative outcome measures (Record of Oral Language, Junior Oral Screening Tool, and Auditory-Vocal Association Assessment of Verbal Attainments) demonstrated that there were substantial oral language gains for the 72 teina students involved in the study. The quantitative analysis also demonstrated that these gains occurred most strongly during the phases in which the TALES procedures were being implemented by the 72 tuākana students, in accord with the multiple baseline design. Detailed qualitative analysis of a random sample of six of the 72 pairs illustrated both the effectiveness of the tuākana language interaction with the teina, and the different ways that the tuākana were able to implement the TALES procedure. Analysis of five minute probes of transcripts over six weeks from these six tuākana – teina pairs indicated that a wide range of literacy activities and conversations took place. The unique learning needs and personal learning intentions of each tuakana and teina were successfully monitored using this five minute probe procedure. Powerful reciprocal learning processes were evident in transcripts of conversations between the tuākana and the teina, and also within feedback and feed-forward meetings between the tuākana and key teachers. The substantial oral language gains for the teina students in this study were achieved within learning contexts that were social and interactive, and that embodied the principles of ako (learning and teaching roles were shared) and whakawhanaungatanga (building caring and supportive relationships). These principles are among those that underpin pedagogies that are culturally responsive (Bishop \\& Glynn, 1999; Glynn, Wearmouth, \\& Berryman, 2006; Ladson-Billings, 1995, 2006) and transformative. The results of this research study give a clear message to mainstream non-Māori teachers, that they can make a positive and substantial difference to the learning outcomes of their Māori students. iii},\n\tauthor = {Grant, Sarah},\n\tyear = {2009},\n\tkeywords = {Cultural responsiveness, Educational outcomes, Encouragement, English teaching, Language skills, Learning outcomes, Listening skills, Literacy, Literacy Education, Literacy achievement, Māori Language, Māori students, Oral Language, Personalised learning, Primary school students, Reciprocal teaching, Whanaungatanga},\n}\n\n

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@article{keepa_te_2009,\n\ttitle = {Te {Arawa} māngai hui},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka whakatakotoria te rautaki whakaora reo Māori a Te Taura Whiri i te Reo Māori kei te whakahaerehia tuatahitia ki Te Arawa i tēnei wā., Details the Māori language revitalisation strategy of the Māori Language Commission which is being trialled with Te Arawa.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Keepa, Mataia},\n\tyear = {2009},\n\tkeywords = {Language Revival, Māori Language, Reo Māori},\n}\n\n

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@incollection{king_language_2009,\n\ttitle = {Language is {Life} {The} {Worldview} of {Second} {Language} {Speakers} of {Māori}},\n\tisbn = {0-9670554-4-X},\n\turl = {http://jan.ucc.nau.edu/ jar/ILR/ILR-8.pdf},\n\tabstract = {Second-language adult speakers of Māori form the large bulk of proficient speakers of the language. The engagement these adults have with the Māori language is motivated by a strongly-held worldview centered on personal transformation which enables them to engage with and maintain a relationship with the Māori language. This worldview appears to have a different focus to that held by national and tribal language planners and speakers of other indigenous languages. One factor that languages undergoing revitalization have in common is a group of language fanatics, people who are passionately dedicated to revitalizing their heritage language. In New Zealand there are many Māori who are devoted to becoming fluent second language speakers of Māori. These people are typically involved with the teaching profession and have children who they are raising in a Māori speaking environment. These people are the necessary intermediate stage: the second language speaking generation which is needed to produce a new generation of first language speakers of Māori. The zeal which these adult second language learners have for the language is something that they have sustained for a number of years. What motivates people such as these to become fluent second language speakers of their heritage language? Are they motivated by the idea of saving their language? Or is their motivation more personal? This paper examines the worldview of second language adult speakers of Māori in New Zealand and contrasts their perspective with that of language planners and speakers of other indigenous languages},\n\tbooktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}},\n\tauthor = {King, Jeanette},\n\tyear = {2009},\n\tpages = {97--108},\n}\n\n

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@article{rewi_raising_2009,\n\ttitle = {Raising bi-lingual tamariki},\n\tissn = {1177-7222},\n\tabstract = {Catches up with the Tuuta/Roberts and Hakaria whānau, two Christchurch families whose children are in bi-lingual education. Talks to them about how they are supporting their tamariki with te reo.},\n\tlanguage = {eng},\n\tauthor = {Rewi, Adrienne},\n\tyear = {2009},\n\tkeywords = {Bilingual, Bilingualism, Education, Kāi Tahu (New Zealand People), Māori Language – Study And Teaching, Reo Māori},\n}\n\n

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@article{o&apos_toitu_2009,\n\ttitle = {Toitū te iwi : a journey in the evolution of cultural identity},\n\tissn = {1178-6035},\n\tshorttitle = {Toitū te iwi},\n\turl = {http://tekaharoa.com/index.php/tekaharoa/article/view/45},\n\tabstract = {The author reflects on her own personal journey of cultural identity and development. Discusses the importance of cultural identity and the need for language development in Ngai Tahu.},\n\tlanguage = {eng},\n\turldate = {2016-07-17},\n\tauthor = {{O\\&Apos} and O'Regan, Hana},\n\tyear = {2009},\n\tkeywords = {Kāi Tahu (New Zealand People), Māori (New Zealand People) – Ethnic Identity, Māori (New Zealand People) – Language, Reo Māori},\n}\n\n

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@techreport{ahlers_language_2009,\n\ttype = {Conference {Presentation}},\n\ttitle = {Language {Restoration} {Before} {Funding}: {Or}, what to do before the grants come through.},\n\turl = {http://linguistics.berkeley.edu/ survey/documents/survey-reports/survey-report-14.06-ahlers.pdf},\n\tnumber = {Report 14 Survey of California and other Indian languages.},\n\tinstitution = {University of California at Berkeley},\n\tauthor = {Ahlers, Jocelyn C.},\n\tyear = {2009},\n\tkeywords = {Ako, California State University, Elem Pomo Language Group, Phrasebook, Tāwāhi, creating practical orthography, documentation efforts, immersion camps, learning, native Canadian Indian, revitalisation techniques with limited funds, revitalization process},\n\tpages = {48--59},\n}\n\n

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@book{ngata_te_2009,\n\ttitle = {Te {Hū} o {Te} {Puoro} {Ko} te mōteatea te mataaho ki te pā o te hinengaro {Māori}, ki te ao {Māori}},\n\tauthor = {Ngata, Wayne James},\n\tyear = {2009},\n\tkeywords = {Māori chants, Mōteatea, Waiata},\n}\n\n

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@article{fitzpatrick_did_2009,\n\ttitle = {Did you hear the one about the {Irish} chick who teaches {Māori} at the {Wā}?},\n\tissn = {2230-2387},\n\turl = {http://ndhadeliver.natlib.govt.nz/delivery/DeliveryManagerServlet?dps_pid=IE2581590},\n\tabstract = {Ka titiro, ka whakapūmahara anō i ngā whawhai ake o te kaituhi ki te whai i tōna tūranga pai ki te kōrero me te whakaako i te reo Māori. Ka rāpoptongia te hiranga o tētahi mahere reo, ā, ka āta whakahuatia kia rima ngā wāhanga matua kia ine ai te oranga o tētahi reo. Ka hōatu kia rua ngā mātau ake hai āwhina te ako i tētahi reo tuarua., Looks and reflects on the author's personal struggle to find her place and be comfortable speaking and teaching te reo Māori. Outlines the importance of a language plan and enumerates five primary areas by which the health of a language can be measured. Gives two helpful personal insights into learning a second language.},\n\tlanguage = {eng},\n\tauthor = {Fitzpatrick, Leah},\n\tyear = {2009},\n\tkeywords = {Language Teachers, Language Teachers – Attitudes, Matareo, Māori (New Zealand People) – Education, Māori (New Zealand People) – Language, Reo Māori},\n}\n\n

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@incollection{grenoble_linguistic_2009,\n\ttitle = {Linguistic {Cages} and the {Limits} of {Linguists}},\n\tisbn = {0-9670554-4-X},\n\turl = {http://jan.ucc.nau.edu/ jar/ILR/ILR-5.pdf},\n\tabstract = {Language documentation has largely been driven by the needs and goals of the community of (external) linguists, with less attention to the needs of communities of language users and potential speakers. The result is a mismatch between the materials produced by linguists and the needs of communities. Yet in order for any revitalization program to be successful, it must be driven by the community. The present situation calls for a reassessment of the goals and methods of linguistic research on endangered languages, with a need for research agendas to be collab- oratively determined, with potential results shaped from the ground up by communities themselves. The varying differences between individual situations and between individuals within single communities means that there will no be single solution across all language settings},\n\tbooktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \\& {Lessons} {Learned}.},\n\tauthor = {Grenoble, Lenore A},\n\tyear = {2009},\n\tpages = {61--69},\n}\n\n

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@article{spolsky_language_2009,\n\ttitle = {Language {Management}},\n\turl = {http://ebooks.cambridge.org/ref/id/CBO9780511626470},\n\tdoi = {10.1017/CBO9780511626470},\n\tauthor = {Spolsky, Bernard},\n\tyear = {2009},\n}\n\n

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\n \n\n \n \n \n \n \n The kiwi nest : 60 years of change in New Zealand families : a Families Commision report.\n \n \n \n\n\n \n New Zealand., A.; and Yeoman\n\n\n \n\n\n\n Families Commission,, Wellington [N.Z.] :, 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand._kiwi_2008,\n\taddress = {Wellington [N.Z.] :},\n\ttitle = {The kiwi nest : 60 years of change in {New} {Zealand} families : a {Families} {Commision} report.},\n\tisbn = {978-0-478-32814-1},\n\tshorttitle = {The kiwi nest},\n\tpublisher = {Families Commission,},\n\tauthor = {New Zealand., Angela and Yeoman},\n\tyear = {2008},\n}\n\n

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\n \n\n \n \n \n \n \n Sustaining Linguistic Diversity.\n \n \n \n\n\n \n King, K. A.; Schilling-Estes, N.; and Lou, J. J.\n\n\n \n\n\n\n 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{king_sustaining_2008,\n\ttitle = {Sustaining {Linguistic} {Diversity}},\n\tisbn = {978-1-58901-192-2},\n\tauthor = {King, Kendall A. and Schilling-Estes, Natalie and Lou, Jackie Jia},\n\tyear = {2008},\n}\n\n

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\n \n\n \n \n \n \n \n \n LANGUAGE PLANNING IDEOLOGIES, COMMUNICATIVE PRACTICES AND THEIR CONSEQUENCES.\n \n \n \n \n\n\n \n Rubdy, R.\n\n\n \n\n\n\n In Encyclopedia of Language and Education 2nd Edition, volume 3, pages 211–223. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"LANGUAGE$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{rubdy_language_2008,\n\ttitle = {{LANGUAGE} {PLANNING} {IDEOLOGIES}, {COMMUNICATIVE} {PRACTICES} {AND} {THEIR} {CONSEQUENCES}},\n\tvolume = {3},\n\turl = {http://link.springer.com/referenceworkentry/10.1007%2F978-0-387-30424-3_73},\n\tabstract = {Languages are far more than just media of communication. They embody more subjective features such as values, ideals and attitudes that imbue them with particular symbolic qualities and functions. They are then seen as emblems of nationhood, cultural identity, progress, moder- nity, democracy, freedom, equality, pluralism, socialism and many such ‘values'. These valuations become central elements in the ascription and achievement of language status (Blommaert, 1999). Such attitudes and beliefs, when linked to other social ideologies, can influence and constrain the development of language planning and policy (LPP). For this reason language planning issues are rarely solely about language. Ideologies are unconscious beliefs and assumptions that are ‘natural- ized' and thus contribute to hegemony. They bring into play relation- ships of power that perpetuate inequality and social injustice. Further, ideologies are reproduced by a variety of institutional and everyday practices, such as those followed in schools, administration, media, advertising, art, literature and so on. These reproduction practices tend to reinforce privilege and grant it legitimacy as a ‘natural' condition (Fairclough, 1989). A good example is the notion of a standard lan- guage; itself a product of such ‘naturalized' thinking (Bex and Watts, 1999; Milroy and Milroy, 1985). Scholars engaged in LPP, therefore, seek to understand and uncover the ideologies inherent in the historical and sociopolitical structures and practices that contribute to the repro- duction of such systems of authority and control, and how they may be resisted, for language planning to be beneficia},\n\tbooktitle = {Encyclopedia of {Language} and {Education} 2nd {Edition}},\n\tauthor = {Rubdy, Rani},\n\tyear = {2008},\n\tpages = {211--223},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Processes Involved in Formulating a Marae-based Maori Language Regeneration Plan for Whakamarama Marae: Outline, Analysis and Evaluation.\n \n \n \n \n\n\n \n Lewis, R.; and Crombie, W.\n\n\n \n\n\n\n He Puna Korero: Journal of Maori and Pacific Development, 9(1): 3–74. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{lewis_processes_2008,\n\ttitle = {The {Processes} {Involved} in {Formulating} a {Marae}-based {Maori} {Language} {Regeneration} {Plan} for {Whakamarama} {Marae}: {Outline}, {Analysis} and {Evaluation}},\n\tvolume = {9},\n\tissn = {1175-3099},\n\tshorttitle = {The {Processes} {Involved} in {Formulating} a {Marae}-based {Maori} {Language} {Regeneration} {Plan} for {Whakamarama} {Marae}},\n\turl = {http://www.waikato.ac.nz/smpd/research-practice/he-puna-korero/9-1},\n\tabstract = {We provide here a criterion referenced evaluation of the processes involved in the creation of a Maori language regeneration strategy for Whakamarama marae. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination. In addition, they demonstrated the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which led to delays in producing outcomes and some loss of momentum. This also led, indirectly, to the views of two or three members of the core group being overrepresented in the language planning goals. We believe that the information and analysis provided here are likely to be of interest to any language community involved in micro-level language regeneration activities of a similar type.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Lewis, Roger and Crombie, Winifred},\n\tyear = {2008},\n\tkeywords = {Language Maintenance, Language Planning, Language Revival, Maori (New Zealand people)–Education, Maori language, Maori language–Study and teaching, Strategic planning},\n\tpages = {3--74},\n}\n\n

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\n \n\n \n \n \n \n \n \n Mai i Aotearoa – From New Zealand: The effects of living in Australia on Māori identity.\n \n \n \n \n\n\n \n Sullivan, C.\n\n\n \n\n\n\n . 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Mai$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{sullivan_mai_2008,\n\ttitle = {Mai i {Aotearoa} – {From} {New} {Zealand}: {The} effects of living in {Australia} on {Māori} identity},\n\tshorttitle = {Mai i {Aotearoa} – {From} {New} {Zealand}},\n\turl = {https://ourarchive.otago.ac.nz/handle/10523/5184},\n\tabstract = {It is estimated that one in every five people that identify as Māori were either born or is currently living in Australia. The large Māori population that currently resides in Australia has forced the question ‘Does living in Australia affect one’s Māori identity?’ to be asked and if it does how so. This dissertation begins by looking at the causes of Māori migration from New Zealand to Australia and the experiences involved in doing so. It looks at Māori integration into an Australian environment, what experiences impacted on a migrant’s identity as a Māori person and the ways in which a Māori identity is maintained whilst living in Australia. This research also aims to show how some key Māori values such as tūrangawaewae, ahikā, whānau and tikanga have been adapted to suit the Australian Māori community whilst still maintaining those core philosophies that make these concepts uniquely Māori. This dissertation uses the experiences of five people who have migrated to Australia and have been living there for over ten years. This research provides an opportunity for their journey of identity formation and maintenance to unfold.},\n\turldate = {2016-02-05},\n\tauthor = {Sullivan, Courtney},\n\tyear = {2008},\n}\n\n

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\n \n\n \n \n \n \n \n Pedagogical decolonization: impacts of the European/Pakeha society on the education of Tongan people in Aotearoa, New Zealand.(Author abstract)(Report).\n \n \n \n\n\n \n Kepa, M.; and Manu' Atu, L.\n\n\n \n\n\n\n American Behavioral Scientist, 51(12): 1801. 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{kepa_pedagogical_2008,\n\ttitle = {Pedagogical decolonization: impacts of the {European}/{Pakeha} society on the education of {Tongan} people in {Aotearoa}, {New} {Zealand}.({Author} abstract)({Report})},\n\tvolume = {51},\n\tissn = {0002-7642},\n\tshorttitle = {Pedagogical decolonization},\n\tabstract = {This article is an invitation to engage critically in the discussion of indigenous languages and cultures and the implications for pedagogical decolonization. Among the issues raised are questions of the impacts of the beliefs, values, and attitudes of the prevailing Anglo Saxon and Christian culture or New Zealand European/Pakeha society on the aspirations and education of Tongan students in the secondary sector of the education system. Therefore, the article draws attention to the social and cultural contestations in affirming the place of Tongan people in secondary schooling in Aotearoa, New Zealand. Keywords: indigenous; Maori; Tongan; distort; devalue; disrupt; language; culture schooling; political act; richer pedagogy},\n\tlanguage = {English},\n\tnumber = {12},\n\tjournal = {American Behavioral Scientist},\n\tauthor = {Kepa, Mere and Manu' Atu, Linita},\n\tyear = {2008},\n\tkeywords = {8NEWZ, Cultural identity–Social aspects, Decolonization–Research, New Zealand, Tonga (African people)–Education},\n\tpages = {1801},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ko te Kāinga Kōrererorero ki te Hiku o te Ika.\n \n \n \n \n\n\n \n Herewini, N.\n\n\n \n\n\n\n He Muka, 21(v21): 9. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Ko$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{herewini_ko_2008,\n\ttitle = {Ko te {Kāinga} {Kōrererorero} ki te {Hiku} o te {Ika}},\n\tvolume = {21},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/assets/Corporate-publications/He-Muka/2008/Putanga-21-4-Raumati-2008.pdf},\n\tabstract = {Ka kōrerohia te rōpū ko Kāinga Kōrerorero ki Kaitaia e tautoko ana i ngā whānau e whakamahi ana i te reo Māori ki te kāinga., Talks about the Kaitaia group of Kāinga Kōrerorero which supports families using the Māori language in the home.},\n\tlanguage = {mao},\n\tnumber = {v21},\n\tjournal = {He Muka},\n\tauthor = {Herewini, Ngāwai},\n\tyear = {2008},\n\tkeywords = {Maori Language – Social Aspects, Reo Māori, Whānau},\n\tpages = {9},\n}\n\n

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\n \n\n \n \n \n \n \n Maori Language Use in New Zealand Secondary Schools: What Are the Issues for Teachers and Students?.\n \n \n \n\n\n \n Tito, J.\n\n\n \n\n\n\n Victoria University of Wellington, 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{tito_maori_2008,\n\ttitle = {Maori {Language} {Use} in {New} {Zealand} {Secondary} {Schools}: {What} {Are} the {Issues} for {Teachers} and {Students}?},\n\tshorttitle = {Maori {Language} {Use} in {New} {Zealand} {Secondary} {Schools}},\n\tabstract = {The aim of this study was to examine the issues surrounding Maori language use in secondary schools. This was to test the hypothesis that the learning experience for Maori students is influenced by a school's responsiveness to Maori needs. In particular the focus was on the use of te reo Maori e.g. pronunciation. It was found that when features of te ao Maori are reflected positively in secondary school practices, values and environment, the overall learning experience may be enhanced and become more positive for Maori students. Ultimately such practice has the potential to reduce the disparity between Maori and non-Maori educational achievement. The prevalence and quality of Maori language learning opportunities during and after teacher training, is currently not meeting the needs of students and teachers. This shortcoming requires further research and investigation. This mixed method qualitative study followed kaupapa Maori research principles and ethics. It incorporated interviews, repeated focus groups and surveys. Participants were teachers and Maori students from selected Wellington secondary schools. The sixty-four student participants raised issues around teachers and their teaching practice. They saw teachers as important role models for positive attitudes and behaviours towards te reo and tikanga Maori. In particular, correct language use and pronunciation was important. The small sample of teachers reported a variety of concerns. One frequent complaint was their lack of knowledge in using te reo and few chances to learn and improve. This study identified a need for more professional development programmes and educational policy to be introduced in secondary schools, which include aspects of Maori language and tikanga learning. This would help address some of the difficulties faced by teachers when using te reo in the classroom and improve overall teaching and learning for Maori students.},\n\tlanguage = {en\\_NZ},\n\tpublisher = {Victoria University of Wellington},\n\tauthor = {Tito, Janie},\n\tyear = {2008},\n\tkeywords = {Maori language, Secondary education, Study and teaching, Teacher-Student Relationships},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Report of Te Kōpae Piripono: Ko koe kei tēnā kīwai, ko au kei tēnei kīwai o te kete (You carry your handle and I’ll carry my handle, of our kete).\n \n \n \n \n\n\n \n Tamati, A.; Hond-flavell, E.; and Korewha, H.\n\n\n \n\n\n\n Technical Report Centre of Innovation Research, 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Report$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{tamati_report_2008,\n\ttitle = {Report of {Te} {Kōpae} {Piripono}: {Ko} koe kei tēnā kīwai, ko au kei tēnei kīwai o te kete ({You} carry your handle and {I}’ll carry my handle, of our kete)},\n\turl = {https://www.educationcounts.govt.nz/publications/ECE/22551/34830},\n\tabstract = {For Te Kōpae Piripono, whānau development involves the learning and development of every member of its whānau, whether that be children, parents, teachers, or management. Therefore, a key aspect of its kaupapa is the support and development of the whole whānau, not just the child enrolled. Te Kōpae Piripono’s research project sought to explore, in depth, its whānau development structure and its own conceptualisation of leadership at Te Kōpae Piripono – that leadership (or what Te Kōpae Piripono refers to as Mana Tangata) be viewed in relation to four key responsibilities - Ngā Takohanga e Wha - Having Responsibility, Taking Responsibility, Sharing Responsibility and Being Responsible. Using Te Tātai Whakapapa - the structure and concepts of the original whānau of Ranginui and Papatüānuku – as its conceptual framework, the whānau of Te Kōpae Piripono set about answering its research question, “How does whānau development foster leadership across all levels, enhance children’s learning and development?” This led Te Kōpae Piripono on an unexpected journey. The whānau discovered that fear and anxiety afflict us, young and old, and are major impediments to our individual and collective development. Fear was found to be a significant barrier to whānau participation – particularly fathers’ involvement - in their children’s learning. The research data revealed that these emotional difficulties are generations old; the long-term consequences of families’ lived experiences of education and of hardships due to colonisation and the muru raupatu - the massive land confiscations of the 19th century. Fostering leadership across all levels proved an intriguing challenge. The Te Kōpae Piripono whānau found that with perseverance, caring and empathy, and persistent positive action and support, individual and collective whānau were able to begin to be open and honest with each other, to learn to trust and to gain an inner peace. When whānau gain a sense of trust and equilibrium – through being, having, sharing and taking responsibility - the dynamic transformative ripples are wide and far-reaching, particularly for children. When this happens, the children of Te Kōpae Piripono are likely to grow up proudly Māori and fully participant citizens of the world.},\n\tinstitution = {Centre of Innovation Research},\n\tauthor = {Tamati, Aroaro and Hond-flavell, Erana and Korewha, Hinerangi},\n\tyear = {2008},\n}\n\n

\n\n\n

\n For Te Kōpae Piripono, whānau development involves the learning and development of every member of its whānau, whether that be children, parents, teachers, or management. Therefore, a key aspect of its kaupapa is the support and development of the whole whānau, not just the child enrolled. Te Kōpae Piripono’s research project sought to explore, in depth, its whānau development structure and its own conceptualisation of leadership at Te Kōpae Piripono – that leadership (or what Te Kōpae Piripono refers to as Mana Tangata) be viewed in relation to four key responsibilities - Ngā Takohanga e Wha - Having Responsibility, Taking Responsibility, Sharing Responsibility and Being Responsible. Using Te Tātai Whakapapa - the structure and concepts of the original whānau of Ranginui and Papatüānuku – as its conceptual framework, the whānau of Te Kōpae Piripono set about answering its research question, “How does whānau development foster leadership across all levels, enhance children’s learning and development?” This led Te Kōpae Piripono on an unexpected journey. The whānau discovered that fear and anxiety afflict us, young and old, and are major impediments to our individual and collective development. Fear was found to be a significant barrier to whānau participation – particularly fathers’ involvement - in their children’s learning. The research data revealed that these emotional difficulties are generations old; the long-term consequences of families’ lived experiences of education and of hardships due to colonisation and the muru raupatu - the massive land confiscations of the 19th century. Fostering leadership across all levels proved an intriguing challenge. The Te Kōpae Piripono whānau found that with perseverance, caring and empathy, and persistent positive action and support, individual and collective whānau were able to begin to be open and honest with each other, to learn to trust and to gain an inner peace. When whānau gain a sense of trust and equilibrium – through being, having, sharing and taking responsibility - the dynamic transformative ripples are wide and far-reaching, particularly for children. When this happens, the children of Te Kōpae Piripono are likely to grow up proudly Māori and fully participant citizens of the world.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Planning for Tolerability: Promoting Positive Attitudes and Behaviours Towards the Maori Language Among Non-Maori New Zealanders.\n \n \n \n \n\n\n \n De Bres, J.\n\n\n \n\n\n\n . 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Planning$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{de_bres_planning_2008,\n\ttitle = {Planning for {Tolerability}: {Promoting} {Positive} {Attitudes} and {Behaviours} {Towards} the {Maori} {Language} {Among} {Non}-{Maori} {New} {Zealanders}},\n\tshorttitle = {Planning for {Tolerability}},\n\turl = {http://researcharchive.vuw.ac.nz/handle/10063/687},\n\tabstract = {This thesis investigates the effectiveness of promoting positive attitudes and behaviours towards the Maori language among non-Maori New Zealanders as a contributing factor in Maori language regeneration. It begins by examining the theoretical rationale for focusing on the attitudes and behaviours of majority language speakers in minority language regeneration. Although the impact of majority language speakers on minority languages is clear, theoretical perspectives differ on whether majority language speakers should be a focus of language regeneration planning. Competing approaches are discussed,and a process model is introduced for 'planning for tolerability' - minority language planning targeting the attitudes and behaviours of majority language speakers. This model posits five essential components: recognising the problem; defining the target audience of majority language speakers; developing messages and desired behaviours; selecting policy techniques; and evaluating success. After reviewing existing research on the attitudes of non-Maori New Zealanders towards the Maori language and introducing the participants to the current research, the New Zealand government's approach to planning for the tolerability of the Maori language is examined. The Government has recognised the importance of non-Maori in Maori language regeneration since the beginning of the development of the Maori Language Strategy in the mid 1990s. The extent to which the Government considers non-Maori as an important audience for Maori language planning in practice, however, appears to fluctuate. Possible reasons for this are discussed. The main focus of Maori language policy towards non-Maori has been promotional campaigns. The discursive approach taken in a selection of these campaigns is analysed, showing that promotional materials aimed at non-Maori New Zealanders (including television ads, phrase booklets, and a website) transmit a wide range of messages about the Maori language, relating to both attitudes and 'desired behaviours'. Such messages are conveyed through a range of discursive techniques, using both a ' reason' and a 'tickle' approach. An analysis is also presented of data collected from eighty non-Maori New Zealanders at nine white-collar workplaces in Wellington, using questionnaires and interviews. The analysis centres on the attitudes of the participants towards the Maori language, their responses to current and recent promotional materials, and the role they see for themselves in supporting Maori language regeneration. Language policy approaches targeting majority language speakers in two international minority language situations, Wales and Catalonia, are then examined, and comparisons made to the New Zealand approach. The analysis concludes that the three approaches to planning for tolerability each exhibit some unique features, relating to all five components of planning for tolerability. Possible reasons for the distinct approaches are discussed. Finally, the results of the analysis of New Zealand government policy, the data collection process and the international comparisons are drawn together in order to consider the future of planning for tolerability in New Zealand.},\n\tlanguage = {en\\_NZ},\n\turldate = {2015-12-01},\n\tauthor = {De Bres, Julia},\n\tyear = {2008},\n}\n\n

\n\n\n

\n This thesis investigates the effectiveness of promoting positive attitudes and behaviours towards the Maori language among non-Maori New Zealanders as a contributing factor in Maori language regeneration. It begins by examining the theoretical rationale for focusing on the attitudes and behaviours of majority language speakers in minority language regeneration. Although the impact of majority language speakers on minority languages is clear, theoretical perspectives differ on whether majority language speakers should be a focus of language regeneration planning. Competing approaches are discussed,and a process model is introduced for 'planning for tolerability' - minority language planning targeting the attitudes and behaviours of majority language speakers. This model posits five essential components: recognising the problem; defining the target audience of majority language speakers; developing messages and desired behaviours; selecting policy techniques; and evaluating success. After reviewing existing research on the attitudes of non-Maori New Zealanders towards the Maori language and introducing the participants to the current research, the New Zealand government's approach to planning for the tolerability of the Maori language is examined. The Government has recognised the importance of non-Maori in Maori language regeneration since the beginning of the development of the Maori Language Strategy in the mid 1990s. The extent to which the Government considers non-Maori as an important audience for Maori language planning in practice, however, appears to fluctuate. Possible reasons for this are discussed. The main focus of Maori language policy towards non-Maori has been promotional campaigns. The discursive approach taken in a selection of these campaigns is analysed, showing that promotional materials aimed at non-Maori New Zealanders (including television ads, phrase booklets, and a website) transmit a wide range of messages about the Maori language, relating to both attitudes and 'desired behaviours'. Such messages are conveyed through a range of discursive techniques, using both a ' reason' and a 'tickle' approach. An analysis is also presented of data collected from eighty non-Maori New Zealanders at nine white-collar workplaces in Wellington, using questionnaires and interviews. The analysis centres on the attitudes of the participants towards the Maori language, their responses to current and recent promotional materials, and the role they see for themselves in supporting Maori language regeneration. Language policy approaches targeting majority language speakers in two international minority language situations, Wales and Catalonia, are then examined, and comparisons made to the New Zealand approach. The analysis concludes that the three approaches to planning for tolerability each exhibit some unique features, relating to all five components of planning for tolerability. Possible reasons for the distinct approaches are discussed. Finally, the results of the analysis of New Zealand government policy, the data collection process and the international comparisons are drawn together in order to consider the future of planning for tolerability in New Zealand.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language Socialization in the home and minostiry langauge revitalization in Europe.\n \n \n \n \n\n\n \n Morris, D.; and Jones, K.\n\n\n \n\n\n\n Encyclopedia of Language and Education, 8: 127–143. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{morris_language_2008,\n\ttitle = {Language {Socialization} in the home and minostiry langauge revitalization in {Europe}},\n\tvolume = {8},\n\turl = {http://www.springer.com/education+&+language/book/978-90-481-9466-7},\n\tabstract = {Reviewing the research literature on home language socialization in the context of minority language revitalization in Europe is not a straightforward task. The body of language socialization research that has developed over the last 20 years (see Ochs and Schieffelin, Language Socialization: An Historical Overview, Volume 8), by North American scholars in particular, is currently very limited in the European context. The issue of minority language reproduction in the home, particularly with regard to inter‐generational language practices is, nevertheless, a crucial issue for all the European autochthonous and minority language groups whose vitality is, to a greater or lesser degree, under threat at the turn of the twenty‐first century (Table 1). This anxiety over diminishing inter‐generational language use has been addressed academically from a number of diverse theoretical perspectives by researchers in Europe. The most common of these are quantitative sociolinguistic surveys based upon census statistics and other language use surveys carried out either at the pan‐European level (e.g. Euromosaic study, OPEC 1996) or on a national/regional basis (e.g. Catalonia, Ireland, Wales). Other research has been conducted within a (bilingual) language acquisition framework and many case studies of individual families appear in books giving advice to parents and educators on how to raise children bilingually/multilingually (e.g. Hoffman, 1985; Saunders, 1988). However, very little detailed work in the 'language socialization' tradition has been carried out on the language practices of the various minority language groups in Europe which are concerned with their language maintenance and revitalization.},\n\tjournal = {Encyclopedia of Language and Education},\n\tauthor = {Morris, Delyth and Jones, Kathryn},\n\tyear = {2008},\n\tpages = {127--143},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Attitudes of Teacher Educators in Aotearoa New Zealand towards Bilingualism and Language Diversity.\n \n \n \n \n\n\n \n Smith, H. A.\n\n\n \n\n\n\n Ph.D. Thesis, Victoria University of Wellington, 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Attitudes$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{smith_attitudes_2008,\n\ttitle = {Attitudes of {Teacher} {Educators} in {Aotearoa} {New} {Zealand} towards {Bilingualism} and {Language} {Diversity}},\n\turl = {http://researcharchive.vuw.ac.nz/xmlui/handle/10063/501},\n\tabstract = {This thesis examines the attitudes of teacher educators in Aotearoa New Zealand towards bilingualism and language diversity. The research used a theoretical framework developed from the social psychology of language to test a model which incorporated a critical language awareness perspective. A postal questionnaire was sent to 831 staff at all 22 institutions providing teacher education for the compulsory (primary and secondary) education sector. The response rate of 63.8\\% was very high for a postal survey. Questions were based around three scenarios which investigated issues for a bilingual child in the classroom, the value of language diversity in education, and wider curriculum issues concerning bilingualism and language diversity. Ivanic's (1990) outline of critical language awareness underpinned the analytical approach adopted. The questionnaire design allowed for a comparison between attitudes towards Maori, French, Samoan, Korean, Russian and Somali students in the first two scenarios, by varying the language and ethnicity in the scenarios given to each respondent. Significant differences were found for five of the ten questions. Bilingual-supportive responses for a question about English use in the classroom were more likely by respondents who were asked about a French or Maori child, and less likely by those asked about a Samoan or Somali child. Bilingualsupportive responses for a question about English use at home were also more likely by those who were asked about a French child, and less likely by those asked about a Korean child. Diversity-supportive attitudes were more likely to be expressed towards Maori than any of the other languages for questions about a student teacher's accent, incorporating the language into a social studies unit, and children learning the language. A Russian or Samoan student teacher's accent elicited the least supportive responses, while French, Korean or Russian languages were least likely to be supported in a social studies unit. In the third scenario, attitudes towards language issues in the curriculum showed a medium level of critical awareness. A follow-up study to check on the validity of the research investigated materials from a group of 19 questionnaire respondents, and a comparison was made with their questionnaire responses. There was a medium level of critical language awareness evident in the materials, which generally showed a high level of congruence with the questionnaire. The model found that the teacher educators' approach to bilingualism and language diversity was determined by the ethnolinguistic vitality of the language groups (higher in the cases of Maori and sometimes French), and mediated by their levels of language awareness. Personal backgrounds were not found to be significant. This research points to the need for the development of a coherent theory of language in education in Aotearoa New Zealand, and highlights the role linguists can play in promoting knowledge on language issues. Results also identified a need for policy development to include all ethnolinguistic groups in the school curriculum. It is recommended that pre-service teacher education should aim to equip all teachers with the tools to support the bilingualism and language diversity of children in schools.},\n\tlanguage = {en\\_NZ},\n\tschool = {Victoria University of Wellington},\n\tauthor = {Smith, Hilary Anne},\n\tyear = {2008},\n\tkeywords = {Bilingualism, Language Diversity in Education, Teacher Attitudes},\n}\n\n

\n\n\n

\n This thesis examines the attitudes of teacher educators in Aotearoa New Zealand towards bilingualism and language diversity. The research used a theoretical framework developed from the social psychology of language to test a model which incorporated a critical language awareness perspective. A postal questionnaire was sent to 831 staff at all 22 institutions providing teacher education for the compulsory (primary and secondary) education sector. The response rate of 63.8% was very high for a postal survey. Questions were based around three scenarios which investigated issues for a bilingual child in the classroom, the value of language diversity in education, and wider curriculum issues concerning bilingualism and language diversity. Ivanic's (1990) outline of critical language awareness underpinned the analytical approach adopted. The questionnaire design allowed for a comparison between attitudes towards Maori, French, Samoan, Korean, Russian and Somali students in the first two scenarios, by varying the language and ethnicity in the scenarios given to each respondent. Significant differences were found for five of the ten questions. Bilingual-supportive responses for a question about English use in the classroom were more likely by respondents who were asked about a French or Maori child, and less likely by those asked about a Samoan or Somali child. Bilingualsupportive responses for a question about English use at home were also more likely by those who were asked about a French child, and less likely by those asked about a Korean child. Diversity-supportive attitudes were more likely to be expressed towards Maori than any of the other languages for questions about a student teacher's accent, incorporating the language into a social studies unit, and children learning the language. A Russian or Samoan student teacher's accent elicited the least supportive responses, while French, Korean or Russian languages were least likely to be supported in a social studies unit. In the third scenario, attitudes towards language issues in the curriculum showed a medium level of critical awareness. A follow-up study to check on the validity of the research investigated materials from a group of 19 questionnaire respondents, and a comparison was made with their questionnaire responses. There was a medium level of critical language awareness evident in the materials, which generally showed a high level of congruence with the questionnaire. The model found that the teacher educators' approach to bilingualism and language diversity was determined by the ethnolinguistic vitality of the language groups (higher in the cases of Maori and sometimes French), and mediated by their levels of language awareness. Personal backgrounds were not found to be significant. This research points to the need for the development of a coherent theory of language in education in Aotearoa New Zealand, and highlights the role linguists can play in promoting knowledge on language issues. Results also identified a need for policy development to include all ethnolinguistic groups in the school curriculum. It is recommended that pre-service teacher education should aim to equip all teachers with the tools to support the bilingualism and language diversity of children in schools.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Researching Language Loss and Revitalization.\n \n \n \n \n\n\n \n Huss, L.\n\n\n \n\n\n\n In Encyclopedia of Language and Education, volume 10, pages 69–81. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Researching$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{huss_researching_2008,\n\ttitle = {Researching {Language} {Loss} and {Revitalization}},\n\tvolume = {10},\n\tisbn = {0-387-32875-0},\n\turl = {http://link.springer.com/referenceworkentry/10.1007/978-0-387-30424-3_246},\n\tabstract = {Language loss refers to a societal or individual loss in use or in the ability to use a language, implying that another language is replacing it. It is a very common phenomenon world-wide wherever languages are in contact. Language loss may be the result of subtractive bilin- gualism where a new language is learnt at the cost of the mother tongue (Lambert, 1974), or it can be seen as the choice of a person who believes that ceasing to use a lower-status mother tongue will result in a better position in society or in higher prospects for the next genera- tion. While this type of shift is often framed as “speaker's choice,” we can question if this kind of choice is really “free” as it is strongly influ- enced by unequal power relations between languages and language groups (Dorian, 1993). The issue of language loss on a large scale, ultimately leading to the extinction of entire languages, was brought to a wider audience by Krauss (1992) more than a decade ago. According to his estimates, only 600 languages, that is, fewer than 10\\% of the languages spoken today, have good chances of surviving until the year 2100. One of the factors counteracting this trend is the corresponding efforts at language revitalization. Efforts to bring back and strengthen small and threatened languages are being carried out today on all continents and under vary- ing circumstances. This chapter provides a short description of previous and on-going research on these issues as well as special questions and problems connected to this kind of research.},\n\tbooktitle = {Encyclopedia of {Language} and {Education}},\n\tauthor = {Huss, Leena},\n\tyear = {2008},\n\tpages = {69--81},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n He Whakatūranga mo te Hauora Tamariki A Picture of Child Health.\n \n \n \n \n\n\n \n Waldon, J. A.\n\n\n \n\n\n\n Ph.D. Thesis, 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{waldon_he_2008,\n\ttitle = {He {Whakatūranga} mo te {Hauora} {Tamariki} {A} {Picture} of {Child} {Health}},\n\turl = {mro.massey.ac.nz/bitstream/handle/10179/821/02whole.pdf?sequence=1},\n\tauthor = {Waldon, John Allan},\n\tyear = {2008},\n\tkeywords = {Assessment, Child health, Children, Hauora, Health, Maori, Questionnaires, Te reo Maori},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n He pāpaku te reo pāpāho?.\n \n \n \n \n\n\n \n Hita, Q.\n\n\n \n\n\n\n He Muka. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hita_he_2008,\n\ttitle = {He pāpaku te reo pāpāho?},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka kōrerohia te kore painga o te reo Māori e whakapāhōtia ki te pouaka whakaata., Discusses the poor quality of the Māori language broadcast on television.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Hita, Quintin},\n\tyear = {2008},\n\tkeywords = {Broadcasting, Maori Language – Grammar, Pāpāho, Reo Māori},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Maori English.\n \n \n \n\n\n \n Maclagan, M.; King, J.; and Gillon, G.\n\n\n \n\n\n\n Clinical Linguistics & Phonetics, 22(8): 658–670. 2008.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{maclagan_maori_2008,\n\ttitle = {Maori {English}},\n\tvolume = {22},\n\tissn = {0269-9206},\n\tdoi = {10.1080/02699200802222271},\n\tabstract = {The Maori language is the language of the indigenous people of New Zealand. Today, not all Maori speak the Maori language, and many Maori as well as non-Maori speak Maori English, the fastest growing of the main varieties of New Zealand English. This paper provides a background to the linguistic situation of the Maori populace in New Zealand, including the current revitalization of the Maori language and the increasing use of Maori English. Speech-language therapists working with Maori clients now see children who are monolingual speakers of standard New Zealand English or monolingual speakers of Maori English, young children who are being raised as bilingual speakers of Maori and English, and older people who are relatively fluent in Maori. (Contains 3 notes.)},\n\tlanguage = {eng},\n\tnumber = {8},\n\tjournal = {Clinical Linguistics \\& Phonetics},\n\tauthor = {Maclagan, Margaret and King, Jeanette and Gillon, Gail},\n\tyear = {2008},\n\tkeywords = {Bilingualism, Foreign Countries, Indigenous Populations, Language Maintenance, Language Usage, Language Variation, Malayo Polynesian Languages, Monolingualism, Nonstandard Dialects},\n\tpages = {658--670},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n Making a difference: The role of initial teacher education and induction in the preparation of secondary teachers.\n \n \n \n \n\n\n \n Anthony, G.; Kane, R. G.; Bell, B.; Initiative, T. & L. R.; and others\n\n\n \n\n\n\n Teaching and Learning Research Initiative Wellington, NZ, 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Making$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@book{anthony_making_2008,\n\ttitle = {Making a difference: {The} role of initial teacher education and induction in the preparation of secondary teachers},\n\tshorttitle = {Making a difference},\n\turl = {http://www.tlri.org.nz/sites/default/files/projects/9217_finalreport.pdf},\n\tabstract = {New Zealand, a country of four million people, shares many of the features of other larger countries with respect to the preparation of teachers and the nature of education and schooling. In accord with other countries, the recruitment, preparation (becoming a teacher), and retention of teachers is the focus of increasing interest in New Zealand as agencies responsible for education struggle to address the apparent declining interest in teaching as a lifelong career. Moreover, the fact that the teaching population across all school levels within New Zealand is an ageing one, with a large group of teachers reaching retirement age over the next 10 to 15 years (Harker \\& Chapman, 2006, signals an increasing need to further understand and address recruitment and retention issues. In partnership with graduating teachers and beginning teachers, we sought to enhance our understanding of teachers’ reasons for choosing teaching, and exploring how their expectations matched the reality of their teaching experience and career intentions.},\n\turldate = {2016-02-01},\n\tpublisher = {Teaching and Learning Research Initiative Wellington, NZ},\n\tauthor = {Anthony, Glenda and Kane, Ruth G. and Bell, Beverley and Initiative, Teaching \\& Learning Research and {others}},\n\tyear = {2008},\n\tkeywords = {Secondary School Teachers, Teacher Education Programs},\n}\n\n

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\n \n\n \n \n \n \n \n \n Evaluating Language Revitalization in Kenya: The Contradictory Face and Place of The Local Community Factor.\n \n \n \n \n\n\n \n Obiero, O. J.\n\n\n \n\n\n\n Nordic Journal of Africal Studies, 17(4): 247–268. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Evaluating$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{obiero_evaluating_2008,\n\ttitle = {Evaluating {Language} {Revitalization} in {Kenya}: {The} {Contradictory} {Face} and {Place} of {The} {Local} {Community} {Factor}},\n\tvolume = {17},\n\turl = {http://www.njas.helsinki.fi/pdf-files/vol17num4/obiero.pdf},\n\tabstract = {As a result of the necessity to revitalize languages that have shown clear signs of endangerment, several proposals have been put forward by various studies (Paulston, 1994; Yamamoto, 1998; Landweer, 1998; Crystal, 2000; Hinton and Hale, 2001; Tsunoda, 2005; UNESCO, 2003; and Grenoble and Whaley, 2006), all of which appear to agree with Fishman (1991) on the centrality of the community whose language is endangered in leading the advocacy for the revival. Some other studies such as Krauss (1992), Rubin (1999), and Crawford (1996) have been very explicit on the community factor, separately arguing that the responsibility of language renewal should first rest upon the local community. However, such indigenous communities will usually have had their essence of togetherness disrupted to the extent that a concerted effort towards a goal envisaged as ‘communal' is near inconceivable. Considering that language shift is often accompanied by a concomitant change in values, to expect local variables to provide the spark as well as sustain the fire for language revitalization is to assume that feelings of group identity remain intact for such a community when language shift takes place (which is not always the case). This article seeks to report on how factors internal to the Suba community of Kenya are affecting efforts to revitalize their heritage language. An examination of the community variables are here guided by parameters of vitality expounded in Grenoble and Whaley (2006), but with continuous references to the studies cited above. The data presented and discussed in the article is drawn from a sample of elders and adults from the Suba community. The analysis reveals, among other things, that the progress of language shift from Suba to Dholuo will most likely persist, the revitalization project notwithstanding, but partly due to factors that may be local, but well beyond the community's control.},\n\tnumber = {4},\n\tjournal = {Nordic Journal of Africal Studies},\n\tauthor = {Obiero, Ogone John},\n\tyear = {2008},\n\tkeywords = {Sociolinguistics, Studies, african language studies, nordic journal of african},\n\tpages = {247--268},\n}\n\n

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\n \n\n \n \n \n \n \n \n He kōpae whakakōrero whānau.\n \n \n \n \n\n\n \n Rangiaho, L.\n\n\n \n\n\n\n He Muka. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{rangiaho_he_2008,\n\ttitle = {He kōpae whakakōrero whānau},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka whakaaturia tētahi kōpae hou nā Ngāi Tahu ko Raising Bilingual Tamariki i whakamahia hei tautoko i a rātou e whakatipu ana i ā rātou tamariki ki te reo Māori., Describes a new Ngāi Tahu DVD Raising Bilingual Tamariki produced to support those raising children to speak the Māori Language.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Rangiaho, Lisa},\n\tyear = {2008},\n\tkeywords = {Children, Maori Language – Social Aspects, Māori, Reo Māori, Tamariki},\n}\n\n

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\n \n\n \n \n \n \n \n Te reo i te kāinga.\n \n \n \n\n\n \n \n\n\n \n\n\n\n . 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_te_2008,\n\ttitle = {Te reo i te kāinga},\n\tissn = {1177-8164},\n\tabstract = {Ka whakamōhiotia mai tētahi whānau kei Te Whanganui a Tara e noho ana, e whakatipu ana i tā rāua tamaiti ki te reo Māori. He pārongo hoki e pā ana ki 'Kei Roto i te Whare', arā ko tētahi rauemi kua whakahoutia hei āwhina i te tangata ki te ako i te reo Māori hei whakamahi ki te kāinga., Introduces a Wellington family bringing up their child to speak the Māori language. Information on 'Kei Roto i te Whare', a revised resource to help learn Māori language for use in the home.},\n\tlanguage = {mao},\n\tyear = {2008},\n\tkeywords = {Maori Language – Social Aspects, Marama, Moore, Reo Māori, Steele, Whānau, William},\n}\n\n

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\n \n\n \n \n \n \n \n \n Is the health of Te Reo Maori improving?.\n \n \n \n \n\n\n \n Bauer, W.; and others\n\n\n \n\n\n\n . 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Is$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{bauer_is_2008,\n\ttitle = {Is the health of {Te} {Reo} {Maori} improving?},\n\turl = {http://search.informit.com.au/documentSummary;dn=586988214570105;res=IELNZC},\n\turldate = {2015-11-30},\n\tauthor = {Bauer, Winifred and {others}},\n\tyear = {2008},\n}\n\n

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\n \n\n \n \n \n \n \n \n He pātaka momo-kōrero. He kete momo kīpeha. Māori Text Types and Figures of Speech.\n \n \n \n \n\n\n \n Joseph, D. J.\n\n\n \n\n\n\n Ph.D. Thesis, Massey University, 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{joseph_he_2008,\n\ttitle = {He pātaka momo-kōrero. {He} kete momo kīpeha. {Māori} {Text} {Types} and {Figures} of {Speech}.},\n\turl = {http://mro.massey.ac.nz/xmlui/handle/10179/1677},\n\tabstract = {I roto i ngā toru ngahuru tau kua tupu haere ngā kaupapa mātauranga mō te reo Māori mai i te kōhanga reo, ki te kura kaupapa Māori, ki te whare kura tae atu ki ngā whare wānanga Māori. Nā tērā whanaketanga o ngā kura reo Māori i rerekē ai te whakaako. Ka kitea ka huri te reo Māori hei kaupapa ako, ā, nā reira ka nui haere ngā kupu ā-kaupapa. technical language, subject specific Kātahi ka whakaputaina he marautanga reo Māori hei āwhina mā ngā kaiako ki te whakatutuki i ngā whāinga ako i roto i te akomanga. Engari, kāore i kitea te whānuitanga o ngā momo-kōrero i roto i te marautanga reo Māori, ahakoa e tāia ana te manomano rauemi. Kāore i whakanahanaha te takoto i ngā momo-kōrero hei āwhina mā ngā pouako reo Māori. Ahakoa he mea nui tērā inā ka whakaakona te reo matatini literacy ki te reo Māori. Kei te tapanga, He Pātaka Momo-Kōrero, He Kete Momo Kīpeha, ngā whāinga nui o tēnei rangahau mō te reo matatini, mō te mātātuhi literature hoki. Tuatahi, ka whakaemia tētehi huinga momo-kōrero Māori, kātahi ka whakarōpūtia aua momo-kōrero ki ētehi anga momo-kōrero. He tātai momo-kōrero, me kī. Tuarua, ka tīpakohia tētehi o aua rōpū hei āta tātari. Koia ko te kīpeha me ngā anga momo kīpeha. Ka whakaaturia te wetereo, te tikanga, te whakamahia o aua kīpeha ki ngā kupu ake a ngā kaiuru me ētehi tauira mātātuhi. Ka tohea he tino whai pānga aua āhuatanga reo kia mōhio ai te tangata ki te whakakounga i te reo Māori. Ka toko ake ngā kōrero nei i ngā whakawhitinga kōrero a ngā kaiuru 28. Ka arotakea ngā anga reo e tētehi atu rōpū tāngata, tekau nei, kia kitea ai mēnā he whai hua, he whai māramatanga ki te hapori reo Māori. He nui kē atu ngā kōrero ka whakahokia mai mō te kounga o te reo pērā i te aronga Māori, i te kaupapa Māori, i te takotoranga Māori. Heoi, ko tētehi kitenga nui o tēnei rangahau, ki tā te Māori titiro, he wāhanga nui te reo peha kia kounga te momo-kōrero, ā, kei tēnei tuhinga kairangi ētehi whakamāramatanga o aua kīpeha hei manaaki i te mauri ora o te reo Māori.},\n\tschool = {Massey University},\n\tauthor = {Joseph, Darryn James},\n\tyear = {2008},\n\tkeywords = {He Nuka Reo, He Tuhinga Tākutatanga ki te reo Māori, Kounga, Kōrero kounga, Literary styles, Literature, Maori, Maori Culture, Mātāpono, Ngā Taunga Whakaaro, Ngā Tikanga Rangahau, Ngā Tikanga Tuhituhi, Ngā Āpitittanga, Te Arotakenga, Te Whakamāhere, Te reo Maori, Teachers, Tāpaetanga, Whakarārangi i ngā whakaahua, he Waiata Rerehua},\n}\n\n

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\n I roto i ngā toru ngahuru tau kua tupu haere ngā kaupapa mātauranga mō te reo Māori mai i te kōhanga reo, ki te kura kaupapa Māori, ki te whare kura tae atu ki ngā whare wānanga Māori. Nā tērā whanaketanga o ngā kura reo Māori i rerekē ai te whakaako. Ka kitea ka huri te reo Māori hei kaupapa ako, ā, nā reira ka nui haere ngā kupu ā-kaupapa. technical language, subject specific Kātahi ka whakaputaina he marautanga reo Māori hei āwhina mā ngā kaiako ki te whakatutuki i ngā whāinga ako i roto i te akomanga. Engari, kāore i kitea te whānuitanga o ngā momo-kōrero i roto i te marautanga reo Māori, ahakoa e tāia ana te manomano rauemi. Kāore i whakanahanaha te takoto i ngā momo-kōrero hei āwhina mā ngā pouako reo Māori. Ahakoa he mea nui tērā inā ka whakaakona te reo matatini literacy ki te reo Māori. Kei te tapanga, He Pātaka Momo-Kōrero, He Kete Momo Kīpeha, ngā whāinga nui o tēnei rangahau mō te reo matatini, mō te mātātuhi literature hoki. Tuatahi, ka whakaemia tētehi huinga momo-kōrero Māori, kātahi ka whakarōpūtia aua momo-kōrero ki ētehi anga momo-kōrero. He tātai momo-kōrero, me kī. Tuarua, ka tīpakohia tētehi o aua rōpū hei āta tātari. Koia ko te kīpeha me ngā anga momo kīpeha. Ka whakaaturia te wetereo, te tikanga, te whakamahia o aua kīpeha ki ngā kupu ake a ngā kaiuru me ētehi tauira mātātuhi. Ka tohea he tino whai pānga aua āhuatanga reo kia mōhio ai te tangata ki te whakakounga i te reo Māori. Ka toko ake ngā kōrero nei i ngā whakawhitinga kōrero a ngā kaiuru 28. Ka arotakea ngā anga reo e tētehi atu rōpū tāngata, tekau nei, kia kitea ai mēnā he whai hua, he whai māramatanga ki te hapori reo Māori. He nui kē atu ngā kōrero ka whakahokia mai mō te kounga o te reo pērā i te aronga Māori, i te kaupapa Māori, i te takotoranga Māori. Heoi, ko tētehi kitenga nui o tēnei rangahau, ki tā te Māori titiro, he wāhanga nui te reo peha kia kounga te momo-kōrero, ā, kei tēnei tuhinga kairangi ētehi whakamāramatanga o aua kīpeha hei manaaki i te mauri ora o te reo Māori.\n

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\n \n\n \n \n \n \n \n \n Linguistic differentiation and Mayan language revitalization in Guatemala1.\n \n \n \n \n\n\n \n Barrett, R.\n\n\n \n\n\n\n Journal of Sociolinguistics, 12(3): 275–305. June 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Linguistic$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{barrett_linguistic_2008,\n\ttitle = {Linguistic differentiation and {Mayan} language revitalization in {Guatemala1}},\n\tvolume = {12},\n\tcopyright = {© The author 2008 Journal compilation © Blackwell Publishing Ltd. 2008},\n\tissn = {1467-9841},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9841.2008.00368.x/abstract},\n\tdoi = {10.1111/j.1467-9841.2008.00368.x},\n\tabstract = {This paper presents a quantitative study of syntactic change in the context of Mayan language revitalization in Guatemala. Quantitative analyses of grammatical variation and code-switching patterns were used to examine the degree of Spanish influence in the speech of three generations of Sipakapense-Spanish bilinguals. The younger generations show lower frequencies of code-switching compared to the oldest generation. In terms of syntactic variation, younger speakers show patterns that suggest a resistance to influence from Spanish. The results suggest that younger speakers are hyperdifferentiating the two languages by avoiding traditional Sipakapense constructions that could be interpreted as resulting from Spanish influence. The analysis highlights the important role of language ideology in cases of language change due to contact and language shift.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2016-07-20},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Barrett, Rusty},\n\tmonth = jun,\n\tyear = {2008},\n\tkeywords = {Bilingualism, language contact, language revitalization, mayan languages, spanish},\n\tpages = {275--305},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language modernization and planning in comparison with other types of national modernization and planning.\n \n \n \n \n\n\n \n Fishman, J. a.\n\n\n \n\n\n\n Language in Society, 2(01): 23. December 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@article{fishman_language_2008,\n\ttitle = {Language modernization and planning in comparison with other types of national modernization and planning},\n\tvolume = {2},\n\tcopyright = {Downloading this article incurs a charge from the publisher.},\n\tissn = {0047-4045},\n\turl = {http://www.journals.cambridge.org/abstract_S004740450000004X},\n\tdoi = {10.1017/S004740450000004X},\n\tabstract = {The purpose of this review is two-fold. First of all, to move toward greater clarity with respect to a number of basic terms revealing less consensus in the language planning literature (e.g. planning, traditional, development, modernization, Westernization) than in the social sciences more generally. Secondly, but more importantly, to introduce into the language planning field a large number of concepts, questions and dimensions which have not yet found their way there from planning theory and planning research in other-than-language fields. In many (but not all) respects it would seem, on logical and impressionistic grounds, that language planning and other- than-language planning face similar burdens and benefit from related social and organizational circumstances.},\n\tnumber = {01},\n\tjournal = {Language in Society},\n\tauthor = {Fishman, Joshua a.},\n\tmonth = dec,\n\tyear = {2008},\n\tkeywords = {Language Planning},\n\tpages = {23},\n}\n\n

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\n \n\n \n \n \n \n \n Struggles for the Māori language : he whawhai mo te reo Māori.\n \n \n \n\n\n \n Te Rito, J. S.\n\n\n \n\n\n\n . 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{te_rito_struggles_2008,\n\ttitle = {Struggles for the {Māori} language : he whawhai mo te reo {Māori}},\n\tissn = {1177-5904},\n\tshorttitle = {Struggles for the {Māori} language},\n\tabstract = {Gives a brief overview of the struggles to regenerate the Māori language during the period from the early 1970s to the present day. Focuses particularly on the contributions of Ngā Tamatoa and the Te Reo Māori Society. Discusses the seminal research of Dr Richard Benton; the subsequent development of Māori language in and outside the education system; intergenerational mother-tongue transmission in the home; and radio and television broadcasting. Mentions concerns over the quality of grammar and pronunciation being used in on-air broadcasting today.},\n\tlanguage = {eng},\n\tauthor = {Te Rito, Joseph Selwyn},\n\tyear = {2008},\n\tkeywords = {Intergenerational Relations, Language Revival, Māori (New Zealand People) – Language, Māori Language, Reo Māori},\n}\n\n

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\n \n\n \n \n \n \n \n Indigenous Language Revitalisation and Globalization.\n \n \n \n\n\n \n O'Laoire, M.\n\n\n \n\n\n\n Te Kaharoa. 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{olaoire_indigenous_2008,\n\ttitle = {Indigenous {Language} {Revitalisation} and {Globalization}},\n\tjournal = {Te Kaharoa},\n\tauthor = {O'Laoire, Muris},\n\tyear = {2008},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te reo pāpāho, e mau rā te wehi.\n \n \n \n \n\n\n \n Shortland, T. W.\n\n\n \n\n\n\n He Muka. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{shortland_te_2008,\n\ttitle = {Te reo pāpāho, e mau rā te wehi},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka whakahēngia te nui o ngā hē o te reo Māori e whakapāhōtia ki te pouaka whakaata Māori. Ka kōrerohia ētahi take ka ahu mai i tēnei āhuatanga., Criticises the poor quality of the Māori language used on Māori television. Discusses the issues that arise from this.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Shortland, Te Waihoroi},\n\tyear = {2008},\n\tkeywords = {Broadcasting, Maori Language – Grammar, Pāpāho, Reo Māori},\n}\n\n

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\n \n\n \n \n \n \n \n \n The reliability and validity of the Maori language proficiency in writing test: Kaiaka Reo year eight.\n \n \n \n \n\n\n \n Edmonds, C.\n\n\n \n\n\n\n ProQuest Dissertations Publishing, 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{edmonds_reliability_2008,\n\ttitle = {The reliability and validity of the {Maori} language proficiency in writing test: {Kaiaka} {Reo} year eight},\n\tshorttitle = {The reliability and validity of the {Maori} language proficiency in writing test},\n\turl = {http://sunzi.lib.hku.hk/ER/detail/hkul/4469790},\n\tabstract = {Maori language self determination and revitalisation is about the advancement of the Maori people as Maori and the protection of the Maori language for future generations. Maori is a threatened language. However, the successful intervention of concerned Maori movements such as Te Kohanga Reo (early childhood language nests) and Kura Kaupapa Maori (Maori medium schools) has halted the decline to the extent that the number of young speakers is on an upward incline. The Maori language proficiency of students who undertake their learning in Maori medium settings is central to the aspirations and hopes of the Maori people. Recognition of this need by the New Zealand Ministry of Education saw the development of language proficiency tests, by Maori for Maori in te reo Maori from 1999-2001. The process of development and those Maori language proficiency tests became known as Kaiaka Reo. This dissertation examines the reliability and validity of the year eight Maori language proficiency test in writing that was administered in 2001 to year eight students in Level One (80-100\\% immersion) Maori immersion schools, which included Kura Kaupapa Maori Schools, in New Zealand. That test process was known as Kaiaka Reo . The performance of a 20\\% sample of the year eight students was assessed post-test by a group of Maori medium educators against an analytical scale created specifically for this purpose. A multifaceted Rasch analysis was used to analyse the ratings assigned by the teacher raters, the results of which are discussed in terms of how reliable and valid the Kaiaka Reo Year Eight test is as a means of determining the Maori language proficiency in writing of year eight students in Maori medium settings. Determining the reliability and validity of a test instrument developed under the philosophy ' by Maori, for Maori, in te reo Maori ', by accepted forms of test analysis is the challenge presented here.},\n\tlanguage = {eng},\n\turldate = {2016-07-17},\n\tpublisher = {ProQuest Dissertations Publishing},\n\tauthor = {Edmonds, Catherine},\n\tyear = {2008},\n\tkeywords = {0279, 0282, 0288, 0679, Bilingual Education, Education, Educational Tests \\& Measurements, Indigenous, Kaiaka Reo, Language, Language Arts, Language Proficiency in Writing Test, Literature and Linguistics, Maori, New Zealand, Proficiency, Reliability, Testing, Validity},\n}\n\n

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\n \n\n \n \n \n \n \n \n Struggles for the Māori language: He whawhai mo te reo Māori.\n \n \n \n \n\n\n \n Selwyn, J.; Rito, T.; Jackson, S.; Kirby, G.; Maurirere, H.; Mead, L.; Mita, M.; Murupaenga, H.; John, Ō; Parr, L.; Rikys, P.; Selwyn, D.; Smith, L.; Te, H; Te, W.; Tuhura, M.; Walker, M.; and Elders, S. W.\n\n\n \n\n\n\n MAI Review, 2: 1–8. 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Struggles$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{selwyn_struggles_2008,\n\ttitle = {Struggles for the {Māori} language: {He} whawhai mo te reo {Māori}},\n\tvolume = {2},\n\turl = {http://ojs.review.mai.ac.nz/index.php/MR/article/view/164/169},\n\tabstract = {This article briefly overviews the struggles to regenerate the Māori language during the period from the early 1970s to the present. On 14th September 1972, the Te Reo Māori Petition was presented to Parliament. It contained over 30,000 signatures. The event represents a major turning point in the struggle to save the Māori language from extinction. It is from this petition that Māori Language Day, Māori Language Week, and many other strategies and events to revitalise the Māori language arose. While there were many organisations involved in the struggle, this paper focuses particularly on the contributions of Ngā Tamatoa and the Te Reo Māori Society. In addition, the paper discusses the seminal research of Dr. Richard Benton; the subsequent development of Māori language in and outside the education system; intergenerational mother-tongue transmission in the home; and radio and television broadcasting. Although it is noted that surveys carried out by Te Puni Kōkiri (Ministry for Māori Development) indicate that there is a rise in the number of speakers of Māori, as well as a rise in the support by mainstream New Zealanders for the Māori language, some concerns are raised over the quality of grammar and pronunciation being used in on-air broadcasting today},\n\tjournal = {MAI Review},\n\tauthor = {Selwyn, Joseph and Rito, Te and Jackson, Syd and Kirby, Georgina and Maurirere, Henrietta and Mead, Linda and Mita, Merata and Murupaenga, Herewini and John, Ō and Parr, Larry and Rikys, Peter and Selwyn, Don and Smith, Lee and Te, H and Te, Walter and Tuhura, Mahuta and Walker, Michael and Elders, Stuart Walker},\n\tyear = {2008},\n\tkeywords = {History, Language revitalisation, Māori, intergenerational transmission},\n\tpages = {1--8},\n}\n\n

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\n \n\n \n \n \n \n \n \n Planning for tolerability: Promoting positive attitudes and behaviours towards the Māori language among non-Māori New Zealanders.\n \n \n \n \n\n\n \n de Bres, J.\n\n\n \n\n\n\n Ph.D. Thesis, Victoria University of Wellington, 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Planning$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{de_bres_planning_2008,\n\ttype = {Doctor of {Philosophy} in {Linguistics}},\n\ttitle = {Planning for tolerability: {Promoting} positive attitudes and behaviours towards the {Māori} language among non-{Māori} {New} {Zealanders}},\n\turl = {http://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/10063/687/thesis.pdf?sequence=4},\n\tabstract = {This thesis investigates the effectiveness of promoting positive attitudes and behaviours towards the Māori language among non-Māori New Zealanders as a contributing factor in Māori language regeneration. It begins by examining the theoretical rationale for focusing on the attitudes and behaviours of majority language speakers in minority language regeneration. Although the impact of majority language speakers on minority languages is clear, theoretical perspectives differ on whether majority language speakers should be a focus of language regeneration planning. Competing approaches are discussed, and a process model is introduced for ‘planning for tolerability’ - minority language planning targeting the attitudes and behaviours of majority language speakers. This model posits five essential components: recognising the problem; defining the target audience of majority language speakers; developing messages and desired behaviours; selecting policy techniques; and evaluating success. After reviewing existing research on the attitudes of non-Māori New Zealanders towards the Māori language and introducing the participants to the current research, the New Zealand government’s approach to planning for the tolerability of the Māori language is examined. The Government has recognised the importance of non-Māori in Māori language regeneration since the beginning of the development of the Māori Language Strategy in the mid 1990s. The extent to which the Government considers non-Māori as an important audience for Māori language planning in practice, however, appears to fluctuate. Possible reasons for this are discussed. The main focus of Māori language policy towards non-Māori has been promotional campaigns. The discursive approach taken in a selection of these campaigns is analysed, showing that promotional materials aimed at non-Māori New Zealanders (including television ads, phrase booklets, and a website) transmit a wide range of messages about the Māori language, relating to both attitudes and ‘desired behaviours’. Such messages are conveyed through a range of discursive techniques, using both a ‘reason’ and a ‘tickle’ approach. An analysis is also presented of data collected from eighty non-Māori New Zealanders at nine white-collar workplaces in Wellington, using questionnaires and interviews. The analysis centres on the attitudes of the participants towards the Māori language, their responses to current and recent promotional materials, and the role they see for themselves in supporting Māori language regeneration. Language policy approaches targeting majority language speakers in two international minority language situations, Wales and Catalonia, are then examined, and comparisons made to the New Zealand approach. The analysis concludes that the three approaches to planning for tolerability each exhibit some unique features, relating to all five components of planning for tolerability. Possible reasons for the distinct approaches are discussed. Finally, the results of the analysis of New Zealand government policy, the data collection process and the international comparisons are drawn together in order to consider the future of planning for tolerability in New Zealand.},\n\tschool = {Victoria University of Wellington},\n\tauthor = {de Bres, Julia},\n\tyear = {2008},\n\tkeywords = {Attitude trends, Barriers to supporting the language, Behavioural messages, Different Prospectives, Evaluating success, Functional domain for language use, Importance of non-Māori in Māori regeneration, International comparisons, Kōrero Māori phrases, Mana, Methodological approach, Non-Māori as majority language speakers, Participants views on Māori, Planning for tolerability, Policy techniques, Process model for planning, Promoting positive attitudes Māori, Promoting positive behaviours towards Māori, Proportion of participants, Reason approach, Theoretical rationale, Tickle approach},\n}\n\n

\n\n\n

\n This thesis investigates the effectiveness of promoting positive attitudes and behaviours towards the Māori language among non-Māori New Zealanders as a contributing factor in Māori language regeneration. It begins by examining the theoretical rationale for focusing on the attitudes and behaviours of majority language speakers in minority language regeneration. Although the impact of majority language speakers on minority languages is clear, theoretical perspectives differ on whether majority language speakers should be a focus of language regeneration planning. Competing approaches are discussed, and a process model is introduced for ‘planning for tolerability’ - minority language planning targeting the attitudes and behaviours of majority language speakers. This model posits five essential components: recognising the problem; defining the target audience of majority language speakers; developing messages and desired behaviours; selecting policy techniques; and evaluating success. After reviewing existing research on the attitudes of non-Māori New Zealanders towards the Māori language and introducing the participants to the current research, the New Zealand government’s approach to planning for the tolerability of the Māori language is examined. The Government has recognised the importance of non-Māori in Māori language regeneration since the beginning of the development of the Māori Language Strategy in the mid 1990s. The extent to which the Government considers non-Māori as an important audience for Māori language planning in practice, however, appears to fluctuate. Possible reasons for this are discussed. The main focus of Māori language policy towards non-Māori has been promotional campaigns. The discursive approach taken in a selection of these campaigns is analysed, showing that promotional materials aimed at non-Māori New Zealanders (including television ads, phrase booklets, and a website) transmit a wide range of messages about the Māori language, relating to both attitudes and ‘desired behaviours’. Such messages are conveyed through a range of discursive techniques, using both a ‘reason’ and a ‘tickle’ approach. An analysis is also presented of data collected from eighty non-Māori New Zealanders at nine white-collar workplaces in Wellington, using questionnaires and interviews. The analysis centres on the attitudes of the participants towards the Māori language, their responses to current and recent promotional materials, and the role they see for themselves in supporting Māori language regeneration. Language policy approaches targeting majority language speakers in two international minority language situations, Wales and Catalonia, are then examined, and comparisons made to the New Zealand approach. The analysis concludes that the three approaches to planning for tolerability each exhibit some unique features, relating to all five components of planning for tolerability. Possible reasons for the distinct approaches are discussed. Finally, the results of the analysis of New Zealand government policy, the data collection process and the international comparisons are drawn together in order to consider the future of planning for tolerability in New Zealand.\n

\n\n\n

@book{king_sustaining_2008,\n\ttitle = {Sustaining {Linguistic} {Diversity}},\n\tisbn = {978-1-58901-192-2},\n\tauthor = {King, Kendall A. and Schilling-Estes, Natalie and Lou, Jackie Jia},\n\tyear = {2008},\n}\n\n

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\n \n\n \n \n \n \n \n LANGUAGE PLANNING IDEOLOGIES, COMMUNICATIVE PRACTICES AND THEIR CONSEQUENCES.\n \n \n \n\n\n \n Rubdy, R.\n\n\n \n\n\n\n In Encyclopedia of Language and Education 2nd Edition, volume 3, pages 211–223. 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{rubdy_language_2008,\n\ttitle = {{LANGUAGE} {PLANNING} {IDEOLOGIES}, {COMMUNICATIVE} {PRACTICES} {AND} {THEIR} {CONSEQUENCES}},\n\tvolume = {3},\n\tabstract = {Languages are far more than just media of communication. They embody more subjective features such as values, ideals and attitudes that imbue them with particular symbolic qualities and functions. They are then seen as emblems of nationhood, cultural identity, progress, moder- nity, democracy, freedom, equality, pluralism, socialism and many such ‘values'. These valuations become central elements in the ascription and achievement of language status (Blommaert, 1999). Such attitudes and beliefs, when linked to other social ideologies, can influence and constrain the development of language planning and policy (LPP). For this reason language planning issues are rarely solely about language. Ideologies are unconscious beliefs and assumptions that are ‘natural- ized' and thus contribute to hegemony. They bring into play relation- ships of power that perpetuate inequality and social injustice. Further, ideologies are reproduced by a variety of institutional and everyday practices, such as those followed in schools, administration, media, advertising, art, literature and so on. These reproduction practices tend to reinforce privilege and grant it legitimacy as a ‘natural' condition (Fairclough, 1989). A good example is the notion of a standard lan- guage; itself a product of such ‘naturalized' thinking (Bex and Watts, 1999; Milroy and Milroy, 1985). Scholars engaged in LPP, therefore, seek to understand and uncover the ideologies inherent in the historical and sociopolitical structures and practices that contribute to the repro- duction of such systems of authority and control, and how they may be resisted, for language planning to be beneficia},\n\tbooktitle = {Encyclopedia of {Language} and {Education} 2nd {Edition}},\n\tauthor = {Rubdy, Rani},\n\tyear = {2008},\n\tpages = {211--223},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n The Processes Involved in Formulating a Marae-based Maori Language Regeneration Plan for Whakamarama Marae: Outline, Analysis and Evaluation.\n \n \n \n\n\n \n Lewis, R.; and Crombie, W.\n\n\n \n\n\n\n He Puna Korero: Journal of Maori and Pacific Development, 9(1): 3–74. 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{lewis_processes_2008,\n\ttitle = {The {Processes} {Involved} in {Formulating} a {Marae}-based {Maori} {Language} {Regeneration} {Plan} for {Whakamarama} {Marae}: {Outline}, {Analysis} and {Evaluation}},\n\tvolume = {9},\n\tissn = {1175-3099},\n\tshorttitle = {The {Processes} {Involved} in {Formulating} a {Marae}-based {Maori} {Language} {Regeneration} {Plan} for {Whakamarama} {Marae}},\n\tabstract = {We provide here a criterion referenced evaluation of the processes involved in the creation of a Maori language regeneration strategy for Whakamarama marae. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination. In addition, they demonstrated the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which led to delays in producing outcomes and some loss of momentum. This also led, indirectly, to the views of two or three members of the core group being overrepresented in the language planning goals. We believe that the information and analysis provided here are likely to be of interest to any language community involved in micro-level language regeneration activities of a similar type.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Lewis, Roger and Crombie, Winifred},\n\tyear = {2008},\n\tkeywords = {Language Maintenance, Language Planning, Language Revival, Maori (New Zealand people)–Education, Maori language, Maori language–Study and teaching, Strategic planning},\n\tpages = {3--74},\n}\n\n

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@article{sullivan_mai_2008,\n\ttitle = {Mai i {Aotearoa} – {From} {New} {Zealand}: {The} effects of living in {Australia} on {Māori} identity},\n\tshorttitle = {Mai i {Aotearoa} – {From} {New} {Zealand}},\n\turl = {https://ourarchive.otago.ac.nz/handle/10523/5184},\n\tabstract = {It is estimated that one in every five people that identify as Māori were either born or is currently living in Australia. The large Māori population that currently resides in Australia has forced the question ‘Does living in Australia affect one’s Māori identity?’ to be asked and if it does how so. This dissertation begins by looking at the causes of Māori migration from New Zealand to Australia and the experiences involved in doing so. It looks at Māori integration into an Australian environment, what experiences impacted on a migrant’s identity as a Māori person and the ways in which a Māori identity is maintained whilst living in Australia. This research also aims to show how some key Māori values such as tūrangawaewae, ahikā, whānau and tikanga have been adapted to suit the Australian Māori community whilst still maintaining those core philosophies that make these concepts uniquely Māori. This dissertation uses the experiences of five people who have migrated to Australia and have been living there for over ten years. This research provides an opportunity for their journey of identity formation and maintenance to unfold.},\n\turldate = {2016-02-05},\n\tauthor = {Sullivan, Courtney},\n\tyear = {2008},\n}\n\n

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@article{kepa_pedagogical_2008,\n\ttitle = {Pedagogical decolonization: impacts of the {European}/{Pakeha} society on the education of {Tongan} people in {Aotearoa}, {New} {Zealand}.({Author} abstract)({Report})},\n\tvolume = {51},\n\tissn = {0002-7642},\n\tshorttitle = {Pedagogical decolonization},\n\tabstract = {This article is an invitation to engage critically in the discussion of indigenous languages and cultures and the implications for pedagogical decolonization. Among the issues raised are questions of the impacts of the beliefs, values, and attitudes of the prevailing Anglo Saxon and Christian culture or New Zealand European/Pakeha society on the aspirations and education of Tongan students in the secondary sector of the education system. Therefore, the article draws attention to the social and cultural contestations in affirming the place of Tongan people in secondary schooling in Aotearoa, New Zealand. Keywords: indigenous; Maori; Tongan; distort; devalue; disrupt; language; culture schooling; political act; richer pedagogy},\n\tlanguage = {English},\n\tnumber = {12},\n\tjournal = {American Behavioral Scientist},\n\tauthor = {Kepa, Mere and Manu' Atu, Linita},\n\tyear = {2008},\n\tkeywords = {8NEWZ, Cultural identity–Social aspects, Decolonization–Research, New Zealand, Tonga (African people)–Education},\n\tpages = {1801},\n}\n\n

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@article{herewini_ko_2008,\n\ttitle = {Ko te {Kāinga} {Kōrererorero} ki te {Hiku} o te {Ika}},\n\tvolume = {21},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/assets/Corporate-publications/He-Muka/2008/Putanga-21-4-Raumati-2008.pdf},\n\tabstract = {Ka kōrerohia te rōpū ko Kāinga Kōrerorero ki Kaitaia e tautoko ana i ngā whānau e whakamahi ana i te reo Māori ki te kāinga., Talks about the Kaitaia group of Kāinga Kōrerorero which supports families using the Māori language in the home.},\n\tlanguage = {mao},\n\tnumber = {v21},\n\tjournal = {He Muka},\n\tauthor = {Herewini, Ngāwai},\n\tyear = {2008},\n\tkeywords = {Maori Language – Social Aspects, Reo Māori, Whānau},\n\tpages = {9},\n}\n\n

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\n\n\n

@book{tito_maori_2008,\n\ttitle = {Maori {Language} {Use} in {New} {Zealand} {Secondary} {Schools}: {What} {Are} the {Issues} for {Teachers} and {Students}?},\n\tshorttitle = {Maori {Language} {Use} in {New} {Zealand} {Secondary} {Schools}},\n\tabstract = {The aim of this study was to examine the issues surrounding Maori language use in secondary schools. This was to test the hypothesis that the learning experience for Maori students is influenced by a school's responsiveness to Maori needs. In particular the focus was on the use of te reo Maori e.g. pronunciation. It was found that when features of te ao Maori are reflected positively in secondary school practices, values and environment, the overall learning experience may be enhanced and become more positive for Maori students. Ultimately such practice has the potential to reduce the disparity between Maori and non-Maori educational achievement. The prevalence and quality of Maori language learning opportunities during and after teacher training, is currently not meeting the needs of students and teachers. This shortcoming requires further research and investigation. This mixed method qualitative study followed kaupapa Maori research principles and ethics. It incorporated interviews, repeated focus groups and surveys. Participants were teachers and Maori students from selected Wellington secondary schools. The sixty-four student participants raised issues around teachers and their teaching practice. They saw teachers as important role models for positive attitudes and behaviours towards te reo and tikanga Maori. In particular, correct language use and pronunciation was important. The small sample of teachers reported a variety of concerns. One frequent complaint was their lack of knowledge in using te reo and few chances to learn and improve. This study identified a need for more professional development programmes and educational policy to be introduced in secondary schools, which include aspects of Maori language and tikanga learning. This would help address some of the difficulties faced by teachers when using te reo in the classroom and improve overall teaching and learning for Maori students.},\n\tlanguage = {en\\_NZ},\n\tpublisher = {Victoria University of Wellington},\n\tauthor = {Tito, Janie},\n\tyear = {2008},\n\tkeywords = {Maori language, Secondary education, Study and teaching, Teacher-Student Relationships},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n Centre of Innovation Research Report of Te Kōpae Piripono.\n \n \n \n\n\n \n Tamati, A.; Hond-flavell, E.; and Korewha, H.\n\n\n \n\n\n\n Technical Report 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{tamati_centre_2008,\n\ttitle = {Centre of {Innovation} {Research} {Report} of {Te} {Kōpae} {Piripono}},\n\tauthor = {Tamati, Aroaro and Hond-flavell, Erana and Korewha, Hinerangi},\n\tyear = {2008},\n}\n\n

\n\n\n\n

\n\n\n

@article{de_bres_planning_2008,\n\ttitle = {Planning for {Tolerability}: {Promoting} {Positive} {Attitudes} and {Behaviours} {Towards} the {Maori} {Language} {Among} {Non}-{Maori} {New} {Zealanders}},\n\tshorttitle = {Planning for {Tolerability}},\n\turl = {http://researcharchive.vuw.ac.nz/handle/10063/687},\n\tabstract = {This thesis investigates the effectiveness of promoting positive attitudes and behaviours towards the Maori language among non-Maori New Zealanders as a contributing factor in Maori language regeneration. It begins by examining the theoretical rationale for focusing on the attitudes and behaviours of majority language speakers in minority language regeneration. Although the impact of majority language speakers on minority languages is clear, theoretical perspectives differ on whether majority language speakers should be a focus of language regeneration planning. Competing approaches are discussed,and a process model is introduced for 'planning for tolerability' - minority language planning targeting the attitudes and behaviours of majority language speakers. This model posits five essential components: recognising the problem; defining the target audience of majority language speakers; developing messages and desired behaviours; selecting policy techniques; and evaluating success. After reviewing existing research on the attitudes of non-Maori New Zealanders towards the Maori language and introducing the participants to the current research, the New Zealand government's approach to planning for the tolerability of the Maori language is examined. The Government has recognised the importance of non-Maori in Maori language regeneration since the beginning of the development of the Maori Language Strategy in the mid 1990s. The extent to which the Government considers non-Maori as an important audience for Maori language planning in practice, however, appears to fluctuate. Possible reasons for this are discussed. The main focus of Maori language policy towards non-Maori has been promotional campaigns. The discursive approach taken in a selection of these campaigns is analysed, showing that promotional materials aimed at non-Maori New Zealanders (including television ads, phrase booklets, and a website) transmit a wide range of messages about the Maori language, relating to both attitudes and 'desired behaviours'. Such messages are conveyed through a range of discursive techniques, using both a ' reason' and a 'tickle' approach. An analysis is also presented of data collected from eighty non-Maori New Zealanders at nine white-collar workplaces in Wellington, using questionnaires and interviews. The analysis centres on the attitudes of the participants towards the Maori language, their responses to current and recent promotional materials, and the role they see for themselves in supporting Maori language regeneration. Language policy approaches targeting majority language speakers in two international minority language situations, Wales and Catalonia, are then examined, and comparisons made to the New Zealand approach. The analysis concludes that the three approaches to planning for tolerability each exhibit some unique features, relating to all five components of planning for tolerability. Possible reasons for the distinct approaches are discussed. Finally, the results of the analysis of New Zealand government policy, the data collection process and the international comparisons are drawn together in order to consider the future of planning for tolerability in New Zealand.},\n\tlanguage = {en\\_NZ},\n\turldate = {2015-12-01},\n\tauthor = {De Bres, Julia},\n\tyear = {2008},\n}\n\n

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@article{morris_language_2008,\n\ttitle = {Language {Socialization} in the home and minostiry langauge revitalization in {Europe}},\n\tvolume = {8},\n\turl = {http://www.springer.com/education+&+language/book/978-90-481-9466-7},\n\tabstract = {Reviewing the research literature on home language socialization in the context of minority language revitalization in Europe is not a straightforward task. The body of language socialization research that has developed over the last 20 years (see Ochs and Schieffelin, Language Socialization: An Historical Overview, Volume 8), by North American scholars in particular, is currently very limited in the European context. The issue of minority language reproduction in the home, particularly with regard to inter‐generational language practices is, nevertheless, a crucial issue for all the European autochthonous and minority language groups whose vitality is, to a greater or lesser degree, under threat at the turn of the twenty‐first century (Table 1). This anxiety over diminishing inter‐generational language use has been addressed academically from a number of diverse theoretical perspectives by researchers in Europe. The most common of these are quantitative sociolinguistic surveys based upon census statistics and other language use surveys carried out either at the pan‐European level (e.g. Euromosaic study, OPEC 1996) or on a national/regional basis (e.g. Catalonia, Ireland, Wales). Other research has been conducted within a (bilingual) language acquisition framework and many case studies of individual families appear in books giving advice to parents and educators on how to raise children bilingually/multilingually (e.g. Hoffman, 1985; Saunders, 1988). However, very little detailed work in the 'language socialization' tradition has been carried out on the language practices of the various minority language groups in Europe which are concerned with their language maintenance and revitalization.},\n\tjournal = {Encyclopedia of Language and Education},\n\tauthor = {Morris, Delyth and Jones, Kathryn},\n\tyear = {2008},\n\tpages = {127--143},\n}\n\n

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@incollection{huss_researching_2008,\n\ttitle = {Researching {Language} {Loss} and {Revitalization}},\n\tvolume = {10},\n\tisbn = {0-387-32875-0},\n\turl = {http://link.springer.com/referenceworkentry/10.1007/978-0-387-30424-3_246},\n\tabstract = {Language loss refers to a societal or individual loss in use or in the ability to use a language, implying that another language is replacing it. It is a very common phenomenon world-wide wherever languages are in contact. Language loss may be the result of subtractive bilin- gualism where a new language is learnt at the cost of the mother tongue (Lambert, 1974), or it can be seen as the choice of a person who believes that ceasing to use a lower-status mother tongue will result in a better position in society or in higher prospects for the next genera- tion. While this type of shift is often framed as “speaker's choice,” we can question if this kind of choice is really “free” as it is strongly influ- enced by unequal power relations between languages and language groups (Dorian, 1993). The issue of language loss on a large scale, ultimately leading to the extinction of entire languages, was brought to a wider audience by Krauss (1992) more than a decade ago. According to his estimates, only 600 languages, that is, fewer than 10\\% of the languages spoken today, have good chances of surviving until the year 2100. One of the factors counteracting this trend is the corresponding efforts at language revitalization. Efforts to bring back and strengthen small and threatened languages are being carried out today on all continents and under vary- ing circumstances. This chapter provides a short description of previous and on-going research on these issues as well as special questions and problems connected to this kind of research.},\n\tbooktitle = {Encyclopedia of {Language} and {Education}},\n\tauthor = {Huss, Leena},\n\tyear = {2008},\n\tpages = {69--81},\n}\n\n

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\n \n\n \n \n \n \n \n He Whakatūranga mo te Hauora Tamariki A Picture of Child Health.\n \n \n \n\n\n \n Waldon, J. A.\n\n\n \n\n\n\n Ph.D. Thesis, 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{waldon_he_2008,\n\ttitle = {He {Whakatūranga} mo te {Hauora} {Tamariki} {A} {Picture} of {Child} {Health}},\n\tauthor = {Waldon, John Allan},\n\tyear = {2008},\n\tkeywords = {Assessment, Child health, Children, Hauora, Health, Maori, Questionnaires, Te reo Maori},\n}\n\n

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@article{hita_he_2008,\n\ttitle = {He pāpaku te reo pāpāho?},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka kōrerohia te kore painga o te reo Māori e whakapāhōtia ki te pouaka whakaata., Discusses the poor quality of the Māori language broadcast on television.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Hita, Quintin},\n\tyear = {2008},\n\tkeywords = {Broadcasting, Maori Language – Grammar, Pāpāho, Reo Māori},\n}\n\n

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@article{maclagan_maori_2008,\n\ttitle = {Maori {English}},\n\tvolume = {22},\n\tissn = {0269-9206},\n\tdoi = {10.1080/02699200802222271},\n\tabstract = {The Maori language is the language of the indigenous people of New Zealand. Today, not all Maori speak the Maori language, and many Maori as well as non-Maori speak Maori English, the fastest growing of the main varieties of New Zealand English. This paper provides a background to the linguistic situation of the Maori populace in New Zealand, including the current revitalization of the Maori language and the increasing use of Maori English. Speech-language therapists working with Maori clients now see children who are monolingual speakers of standard New Zealand English or monolingual speakers of Maori English, young children who are being raised as bilingual speakers of Maori and English, and older people who are relatively fluent in Maori. (Contains 3 notes.)},\n\tlanguage = {eng},\n\tnumber = {8},\n\tjournal = {Clinical Linguistics \\& Phonetics},\n\tauthor = {Maclagan, Margaret and King, Jeanette and Gillon, Gail},\n\tyear = {2008},\n\tkeywords = {Bilingualism, Foreign Countries, Indigenous Populations, Language Maintenance, Language Usage, Language Variation, Malayo Polynesian Languages, Monolingualism, Nonstandard Dialects},\n\tpages = {658--670},\n}\n\n

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@book{anthony_making_2008,\n\ttitle = {Making a difference: {The} role of initial teacher education and induction in the preparation of secondary teachers},\n\tshorttitle = {Making a difference},\n\turl = {http://www.tlri.org.nz/sites/default/files/projects/9217_finalreport.pdf},\n\tabstract = {New Zealand, a country of four million people, shares many of the features of other larger countries with respect to the preparation of teachers and the nature of education and schooling. In accord with other countries, the recruitment, preparation (becoming a teacher), and retention of teachers is the focus of increasing interest in New Zealand as agencies responsible for education struggle to address the apparent declining interest in teaching as a lifelong career. Moreover, the fact that the teaching population across all school levels within New Zealand is an ageing one, with a large group of teachers reaching retirement age over the next 10 to 15 years (Harker \\& Chapman, 2006, signals an increasing need to further understand and address recruitment and retention issues. In partnership with graduating teachers and beginning teachers, we sought to enhance our understanding of teachers’ reasons for choosing teaching, and exploring how their expectations matched the reality of their teaching experience and career intentions.},\n\turldate = {2016-02-01},\n\tpublisher = {Teaching and Learning Research Initiative Wellington, NZ},\n\tauthor = {Anthony, Glenda and Kane, Ruth G. and Bell, Beverley and Initiative, Teaching \\& Learning Research and {others}},\n\tyear = {2008},\n}\n\n

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@article{obiero_evaluating_2008,\n\ttitle = {Evaluating {Language} {Revitalization} in {Kenya}: {The} {Contradictory} {Face} and {Place} of {The} {Local} {Community} {Factor}},\n\tvolume = {17},\n\turl = {http://www.njas.helsinki.fi/pdf-files/vol17num4/obiero.pdf},\n\tabstract = {As a result of the necessity to revitalize languages that have shown clear signs of endangerment, several proposals have been put forward by various studies (Paulston, 1994; Yamamoto, 1998; Landweer, 1998; Crystal, 2000; Hinton and Hale, 2001; Tsunoda, 2005; UNESCO, 2003; and Grenoble and Whaley, 2006), all of which appear to agree with Fishman (1991) on the centrality of the community whose language is endangered in leading the advocacy for the revival. Some other studies such as Krauss (1992), Rubin (1999), and Crawford (1996) have been very explicit on the community factor, separately arguing that the responsibility of language renewal should first rest upon the local community. However, such indigenous communities will usually have had their essence of togetherness disrupted to the extent that a concerted effort towards a goal envisaged as ‘communal' is near inconceivable. Considering that language shift is often accompanied by a concomitant change in values, to expect local variables to provide the spark as well as sustain the fire for language revitalization is to assume that feelings of group identity remain intact for such a community when language shift takes place (which is not always the case). This article seeks to report on how factors internal to the Suba community of Kenya are affecting efforts to revitalize their heritage language. An examination of the community variables are here guided by parameters of vitality expounded in Grenoble and Whaley (2006), but with continuous references to the studies cited above. The data presented and discussed in the article is drawn from a sample of elders and adults from the Suba community. The analysis reveals, among other things, that the progress of language shift from Suba to Dholuo will most likely persist, the revitalization project notwithstanding, but partly due to factors that may be local, but well beyond the community's control.},\n\tnumber = {4},\n\tjournal = {Nordic Journal of Africal Studies},\n\tauthor = {Obiero, Ogone John},\n\tyear = {2008},\n\tkeywords = {Sociolinguistics, Studies, african language studies, nordic journal of african},\n\tpages = {247--268},\n}\n\n

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@article{rangiaho_he_2008,\n\ttitle = {He kōpae whakakōrero whānau},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka whakaaturia tētahi kōpae hou nā Ngāi Tahu ko Raising Bilingual Tamariki i whakamahia hei tautoko i a rātou e whakatipu ana i ā rātou tamariki ki te reo Māori., Describes a new Ngāi Tahu DVD Raising Bilingual Tamariki produced to support those raising children to speak the Māori Language.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Rangiaho, Lisa},\n\tyear = {2008},\n\tkeywords = {Children, Maori Language – Social Aspects, Māori, Reo Māori, Tamariki},\n}\n\n

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@article{noauthor_te_2008,\n\ttitle = {Te reo i te kāinga},\n\tissn = {1177-8164},\n\tabstract = {Ka whakamōhiotia mai tētahi whānau kei Te Whanganui a Tara e noho ana, e whakatipu ana i tā rāua tamaiti ki te reo Māori. He pārongo hoki e pā ana ki 'Kei Roto i te Whare', arā ko tētahi rauemi kua whakahoutia hei āwhina i te tangata ki te ako i te reo Māori hei whakamahi ki te kāinga., Introduces a Wellington family bringing up their child to speak the Māori language. Information on 'Kei Roto i te Whare', a revised resource to help learn Māori language for use in the home.},\n\tlanguage = {mao},\n\tyear = {2008},\n\tkeywords = {Maori Language – Social Aspects, Marama, Moore, Reo Māori, Steele, Whānau, William},\n}\n\n

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@article{bauer_is_2008,\n\ttitle = {Is the health of {Te} {Reo} {Maori} improving?},\n\turl = {http://search.informit.com.au/documentSummary;dn=586988214570105;res=IELNZC},\n\turldate = {2015-11-30},\n\tauthor = {Bauer, Winifred and {others}},\n\tyear = {2008},\n}\n\n

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\n \n\n \n \n \n \n \n He pātaka momo-kōrero. He kete momo kīpeha. Māori Text Types and Figures of Speech.\n \n \n \n\n\n \n Joseph, D. J.\n\n\n \n\n\n\n Ph.D. Thesis, 2008.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{joseph_he_2008,\n\ttitle = {He pātaka momo-kōrero. {He} kete momo kīpeha. {Māori} {Text} {Types} and {Figures} of {Speech}.},\n\tauthor = {Joseph, Darryn James},\n\tyear = {2008},\n\tkeywords = {Literary styles, Literature, Maori, Maori Culture, Te reo Maori, Teachers},\n}\n\n

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@article{barrett_linguistic_2008,\n\ttitle = {Linguistic differentiation and {Mayan} language revitalization in {Guatemala1}},\n\tvolume = {12},\n\tcopyright = {© The author 2008 Journal compilation © Blackwell Publishing Ltd. 2008},\n\tissn = {1467-9841},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9841.2008.00368.x/abstract},\n\tdoi = {10.1111/j.1467-9841.2008.00368.x},\n\tabstract = {This paper presents a quantitative study of syntactic change in the context of Mayan language revitalization in Guatemala. Quantitative analyses of grammatical variation and code-switching patterns were used to examine the degree of Spanish influence in the speech of three generations of Sipakapense-Spanish bilinguals. The younger generations show lower frequencies of code-switching compared to the oldest generation. In terms of syntactic variation, younger speakers show patterns that suggest a resistance to influence from Spanish. The results suggest that younger speakers are hyperdifferentiating the two languages by avoiding traditional Sipakapense constructions that could be interpreted as resulting from Spanish influence. The analysis highlights the important role of language ideology in cases of language change due to contact and language shift.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2016-07-20},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Barrett, Rusty},\n\tmonth = jun,\n\tyear = {2008},\n\tkeywords = {Bilingualism, language contact, language revitalization, mayan languages, spanish},\n\tpages = {275--305},\n}\n\n

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@article{fishman_language_2008,\n\ttitle = {Language modernization and planning in comparison with other types of national modernization and planning},\n\tvolume = {2},\n\tissn = {0047-4045},\n\turl = {http://www.journals.cambridge.org/abstract_S004740450000004X},\n\tdoi = {10.1017/S004740450000004X},\n\tnumber = {01},\n\tjournal = {Language in Society},\n\tauthor = {Fishman, Joshua a.},\n\tmonth = dec,\n\tyear = {2008},\n\tpages = {23},\n}\n\n

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@article{te_rito_struggles_2008,\n\ttitle = {Struggles for the {Māori} language : he whawhai mo te reo {Māori}},\n\tissn = {1177-5904},\n\tshorttitle = {Struggles for the {Māori} language},\n\tabstract = {Gives a brief overview of the struggles to regenerate the Māori language during the period from the early 1970s to the present day. Focuses particularly on the contributions of Ngā Tamatoa and the Te Reo Māori Society. Discusses the seminal research of Dr Richard Benton; the subsequent development of Māori language in and outside the education system; intergenerational mother-tongue transmission in the home; and radio and television broadcasting. Mentions concerns over the quality of grammar and pronunciation being used in on-air broadcasting today.},\n\tlanguage = {eng},\n\tauthor = {Te Rito, Joseph Selwyn},\n\tyear = {2008},\n\tkeywords = {Intergenerational Relations, Language Revival, Māori (New Zealand People) – Language, Māori Language, Reo Māori},\n}\n\n

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@article{olaoire_indigenous_2008,\n\ttitle = {Indigenous {Language} {Revitalisation} and {Globalization}},\n\tjournal = {Te Kaharoa},\n\tauthor = {O'Laoire, Muris},\n\tyear = {2008},\n}\n\n

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@article{shortland_te_2008,\n\ttitle = {Te reo pāpāho, e mau rā te wehi},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka whakahēngia te nui o ngā hē o te reo Māori e whakapāhōtia ki te pouaka whakaata Māori. Ka kōrerohia ētahi take ka ahu mai i tēnei āhuatanga., Criticises the poor quality of the Māori language used on Māori television. Discusses the issues that arise from this.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Shortland, Te Waihoroi},\n\tyear = {2008},\n\tkeywords = {Broadcasting, Maori Language – Grammar, Pāpāho, Reo Māori},\n}\n\n

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\n \n 2007\n \n \n (63)\n \n \n

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\n \n\n \n \n \n \n \n Ka hikitia : managing for success : the Māori education strategy, 2008-2012.\n \n \n \n\n\n \n Zealand., N.\n\n\n \n\n\n\n Group Māori, Ministry of Education,, Wellington, N.Z. :, 2007.\n \n\n\n\n
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@book{new_zealand._ka_2007,\n\taddress = {Wellington, N.Z. :},\n\ttitle = {Ka hikitia : managing for success : the {Māori} education strategy, 2008-2012.},\n\tisbn = {978-0-478-13708-8},\n\tshorttitle = {Ka hikitia},\n\tpublisher = {Group Māori, Ministry of Education,},\n\tauthor = {New Zealand.},\n\tyear = {2007},\n}\n\n

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\n \n\n \n \n \n \n \n Kupu : a collection of contemporary Māori poetry.\n \n \n \n\n\n \n O'Regan, H.\n\n\n \n\n\n\n Ake Associates,, Christchurch, N.Z. :, 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{oregan_kupu_2007,\n\taddress = {Christchurch, N.Z. :},\n\ttitle = {Kupu : a collection of contemporary {Māori} poetry},\n\tisbn = {978-0-473-12626-1},\n\tshorttitle = {Kupu},\n\tpublisher = {Ake Associates,},\n\tauthor = {O'Regan, Hana.},\n\tyear = {2007},\n}\n\n

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\n \n\n \n \n \n \n \n \n Pū'Ā i ka 'Ōlelo, Ola ka 'Ohana: Three Generations of Hawaiian Language Revitalization.\n \n \n \n \n\n\n \n Kawai'ae'a, K. K C; Housman, A. K.; Alencastre, M.; Māka'imoku, K. K.; and Lauano, K.\n\n\n \n\n\n\n Multidisciplinary Research on Hawaiian Well-Being, 4(1): 183–237. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Pū'Ā$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{kawaiaea_pua_2007,\n\ttitle = {Pū'Ā i ka 'Ōlelo, {Ola} ka '{Ohana}: {Three} {Generations} of {Hawaiian} {Language} {Revitalization}},\n\tvolume = {4},\n\tcopyright = {http://www.ksbe.edu/terms\\_and\\_conditions/},\n\turl = {http://www.ksbe.edu/_assets/spi/hulili/hulili_vol_4/7_Pua_i_ka_olelo_ola_la_ka_ohana.pdf},\n\tabstract = {In the early 1980s, the Hawaiian language had reached its low point with fewer than 50 native speakers of Hawaiian under the age of 18. Outside of the Ni'ihau community, a small group of families in Honolulu and Hilo were raising their children through Hawaiian. This article shares the perspectives of three pioneering families of the Hawaiian language revitalization movement over one generation of growth, change, and transformation. Our living case study stands as a testament for other Hawaiian language families who have endured the challenges of revitalizing the Hawaiian language as the living language of the home, school, and community. The article also celebrates the legacy of the Hawaiian language movement upon the 20th-year anniversary of Hawaiian-medium education within the public sector. Appended to this document is "Hawaiian Language over 166 Years." (Contains a bibliography, a list of resources, and 3 notes.) [This article includes commentary by Kini Ka'awa, Kananinohea Kawai'ae'a Maka'imoku, and Kau'iwehelaniikapomahinala'ila'i Kaina Lauano.]},\n\tnumber = {1},\n\tjournal = {Multidisciplinary Research on Hawaiian Well-Being},\n\tauthor = {Kawai'ae'a, Keiki K C and Housman, Alohalani Kaluhiokalani and Alencastre, Makalapua and Māka'imoku, Kananinohea Kawai'ae'a and Lauano, Kau'iwehelaniikapōmahinala'ila'i},\n\tyear = {2007},\n\tkeywords = {Case Studies, Diachronic Linguistics, Family Environment, Language Maintenance, Language Usage, Language of Instruction, Malayo Polynesian Languages, Mana, Native Speakers, Public Sector},\n\tpages = {183--237},\n}\n\n

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\n \n\n \n \n \n \n \n Implementing the Māori Language Strategy.\n \n \n \n\n\n \n Office of the Auditor General\n\n\n \n\n\n\n Technical Report 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{office_of_the_auditor_general_implementing_2007,\n\ttitle = {Implementing the {Māori} {Language} {Strategy}},\n\tauthor = {{Office of the Auditor General}},\n\tyear = {2007},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ngāti Ranginui Iwi. Mahere Rautaki 2007-2017.\n \n \n \n \n\n\n \n Te Rūnanga o Ngāti Ranginui\n\n\n \n\n\n\n Technical Report 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Ngāti$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{te_runanga_o_ngati_ranginui_ngati_2007,\n\ttitle = {Ngāti {Ranginui} {Iwi}. {Mahere} {Rautaki} 2007-2017},\n\turl = {http://www.ranginui.co.nz/vdb/document/59},\n\tabstract = {This is an iwi strategy for Ngāti Ranginui, it includes some aspirational strategies for te reo Māori},\n\tauthor = {{Te Rūnanga o Ngāti Ranginui}},\n\tyear = {2007},\n\tpages = {1--24},\n}\n\n

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\n \n\n \n \n \n \n \n \n (Re)-Constructing Māori Children as Achieving Learners.\n \n \n \n \n\n\n \n Harris, F.\n\n\n \n\n\n\n Ph.D. Thesis, Canterbury University, Christchurch, 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"(Re)-Constructing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{harris_re-constructing_2007,\n\taddress = {Christchurch},\n\ttype = {{PhD}},\n\ttitle = {({Re})-{Constructing} {Māori} {Children} as {Achieving} {Learners}},\n\turl = {http://ir.canterbury.ac.nz/handle/10092/1062},\n\tabstract = {Since early European settlement of Aotearoa New Zealand Māori children have been constructed as deficient learners in the education system, and this construction continues to undermine their learning at school today (Butchers, 1930; Macfarlane, 2005; Ministry of Education, 1998, 2005). Educational assessment practices have largely contributed to this discourse, because they reflect western ideologies regarding the reasons for testing, who does the testing, what counts as important to test, how results are interpreted and so on (Bishop \\& Glynn, 1999). Further, the tests used have been developed with monolingual and monocultural European children. Reading acquisition and language development have been implicated as major learning deficits for Māori children (Crooks \\& Flockton, 2005; Ministry of Education, 2006; Wagemaker, 1992). And a body of research signals that the reading related language skills for phonological awareness and narrative ability are linked to reading acquisition for English (Adams, 1990; Botting, 2002; Rollins, McCabe \\& Bliss, 2000). My research is an enquiry into how Māori children respond to reading related language assessments for narratives and phonological awareness, taking into account their lived experiences and cultural practices. My aim is to create possibilities for alternative discourses to the deficit discourse. With support from a local Kaumātua and school whānau I worked as a participant-observer in two classrooms in two schools for one year, following 17 Māori children. Critical theory, socio cultural theory and Kaupapa Māori theory informed my position. The techniques I used to approach my research practice and analyse my data reflect the influence of these frames as I understand and interpret them. Throughout the year of field work, I undertook a range of activities, including conversations with parents, children and school personnel, observations of class 'lessons' and the teaching strategies used by the teacher, visits to the children's homes, collection of school records, and administration of assessments related to reading, narrative tasks, and phonological awareness according to a standardized English test, the Preschool and Primary Inventory of Phonological Awareness (PIPA) (Dodd, Crosbie, MacIntosh, Teitzel \\& Ozanne, 2000) and a specifically designed set of Māori language tasks. I used video and audio recording for some activities, and wrote my observation notes while observing or immediately following an event or session. My findings showed that the home and school contexts for the children were largely bicultural and bilingual. The children were living their lives in ways vastly different to monolingual and moncultural Pākehā (European) children. Those who had been at school for approximately five years were reading at or above their age, in line with traditional reading norms, despite showing relatively poor phonological awareness skills determined by the 'standard' test procedures. The 'standard' testing process for both phonological awareness and narrative ability presented most of the children as language deficient and in need of intervention, or at least in need of ongoing monitoring. However, my analyses driven from the theoretical frames mentioned above presented the children with language strengths and difference. These children were clearly able, achieving learners. My study highlighted the fact that the bilingual and bicultural knowledge and skills of Māori children are not valued in the predominantly monolingual and mono-cultural education system, and this has serious implications for their learning and for perpetuating the cycle of deficiency construction because the children are seen not to meet the requirements of the system and its assessment protocols. Further, regardless of phonological awareness and narrative 'ability', by the time Māori children have been at school for a period of time, approximately five years, they are able to read English and understand the written text. This finding questions the relevance of the salience generally attributed to phonological awareness as a crucial building block for bilingual children who are proficient in or exposed to a non-alphabetic language, such as te reo Māori. I argue that the assessments used in schools are inappropriate for bilingual and bicultural Māori children. When the children's language skills were analysed using alternative systems to the 'standard' methods prevalent in schools, they were able and achieving learners. They were not learners 'at-risk' but learners 'at-promise', to use Tabachnick and Bloch's terms (1995). This study provides empirical evidence that bilingual and bicultural Māori children's learning needs are not met by the current school system. Continued research in this area will strengthen the necessity for changes to be made in the education system, changes that are sensitive to, and value, linguistic and cultural difference in the classroom. In the areas of pre-service teacher and speech-language therapist education, and ongoing professional development for educationalists, linguistic and cultural differences need to be presented afresh. Educational assessment practices must change to recognise learning strengths of Māori children and to stop the perpetuation of deficiency constructions. Schools have to be willing to understand more fully the home contexts of their students and to engage in teaching practices that are cognizant of their cultural and linguistic backgrounds. Without such fundamental changes in our view of the cultural and linguistic strengths of Māori children, very little real change can occur despite lofty words and plethora of strategies and policies.},\n\tschool = {Canterbury University},\n\tauthor = {Harris, Fleur},\n\tyear = {2007},\n\tkeywords = {Academic Achievement, Assessment practices, Children, Educational assessment, Educational discrimination, Educational outcomes, Kaupapa Maori Theory, Maori, Maori - Pakeha comparative research, Maori children, Maori language, Metalinguistics, Phonological awareness, Preschool Education, Reading achievement, Teaching, Whanau},\n}\n\n

\n\n\n

\n Since early European settlement of Aotearoa New Zealand Māori children have been constructed as deficient learners in the education system, and this construction continues to undermine their learning at school today (Butchers, 1930; Macfarlane, 2005; Ministry of Education, 1998, 2005). Educational assessment practices have largely contributed to this discourse, because they reflect western ideologies regarding the reasons for testing, who does the testing, what counts as important to test, how results are interpreted and so on (Bishop & Glynn, 1999). Further, the tests used have been developed with monolingual and monocultural European children. Reading acquisition and language development have been implicated as major learning deficits for Māori children (Crooks & Flockton, 2005; Ministry of Education, 2006; Wagemaker, 1992). And a body of research signals that the reading related language skills for phonological awareness and narrative ability are linked to reading acquisition for English (Adams, 1990; Botting, 2002; Rollins, McCabe & Bliss, 2000). My research is an enquiry into how Māori children respond to reading related language assessments for narratives and phonological awareness, taking into account their lived experiences and cultural practices. My aim is to create possibilities for alternative discourses to the deficit discourse. With support from a local Kaumātua and school whānau I worked as a participant-observer in two classrooms in two schools for one year, following 17 Māori children. Critical theory, socio cultural theory and Kaupapa Māori theory informed my position. The techniques I used to approach my research practice and analyse my data reflect the influence of these frames as I understand and interpret them. Throughout the year of field work, I undertook a range of activities, including conversations with parents, children and school personnel, observations of class 'lessons' and the teaching strategies used by the teacher, visits to the children's homes, collection of school records, and administration of assessments related to reading, narrative tasks, and phonological awareness according to a standardized English test, the Preschool and Primary Inventory of Phonological Awareness (PIPA) (Dodd, Crosbie, MacIntosh, Teitzel & Ozanne, 2000) and a specifically designed set of Māori language tasks. I used video and audio recording for some activities, and wrote my observation notes while observing or immediately following an event or session. My findings showed that the home and school contexts for the children were largely bicultural and bilingual. The children were living their lives in ways vastly different to monolingual and moncultural Pākehā (European) children. Those who had been at school for approximately five years were reading at or above their age, in line with traditional reading norms, despite showing relatively poor phonological awareness skills determined by the 'standard' test procedures. The 'standard' testing process for both phonological awareness and narrative ability presented most of the children as language deficient and in need of intervention, or at least in need of ongoing monitoring. However, my analyses driven from the theoretical frames mentioned above presented the children with language strengths and difference. These children were clearly able, achieving learners. My study highlighted the fact that the bilingual and bicultural knowledge and skills of Māori children are not valued in the predominantly monolingual and mono-cultural education system, and this has serious implications for their learning and for perpetuating the cycle of deficiency construction because the children are seen not to meet the requirements of the system and its assessment protocols. Further, regardless of phonological awareness and narrative 'ability', by the time Māori children have been at school for a period of time, approximately five years, they are able to read English and understand the written text. This finding questions the relevance of the salience generally attributed to phonological awareness as a crucial building block for bilingual children who are proficient in or exposed to a non-alphabetic language, such as te reo Māori. I argue that the assessments used in schools are inappropriate for bilingual and bicultural Māori children. When the children's language skills were analysed using alternative systems to the 'standard' methods prevalent in schools, they were able and achieving learners. They were not learners 'at-risk' but learners 'at-promise', to use Tabachnick and Bloch's terms (1995). This study provides empirical evidence that bilingual and bicultural Māori children's learning needs are not met by the current school system. Continued research in this area will strengthen the necessity for changes to be made in the education system, changes that are sensitive to, and value, linguistic and cultural difference in the classroom. In the areas of pre-service teacher and speech-language therapist education, and ongoing professional development for educationalists, linguistic and cultural differences need to be presented afresh. Educational assessment practices must change to recognise learning strengths of Māori children and to stop the perpetuation of deficiency constructions. Schools have to be willing to understand more fully the home contexts of their students and to engage in teaching practices that are cognizant of their cultural and linguistic backgrounds. Without such fundamental changes in our view of the cultural and linguistic strengths of Māori children, very little real change can occur despite lofty words and plethora of strategies and policies.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Māori in Australia Ngā Māori i Te Ao Moemoeā.\n \n \n \n \n\n\n \n Hamer, P.\n\n\n \n\n\n\n Te Puni Kokiri, Wellington, NZ, 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Māori$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{hamer_maori_2007,\n\taddress = {Wellington, NZ},\n\ttitle = {Māori in {Australia} {Ngā} {Māori} i {Te} {Ao} {Moemoeā}},\n\turl = {https://www.tpk.govt.nz/en/a-matou-mohiotanga/demographics/maori-in-aus},\n\tabstract = {The report gives us the most accurate indication of just how many Māori there are in Australia, why they went there, how they're faring and also the very interesting fact that, while they live and work in another country, they still consider themselves to be Māori and call this country 'home'. There is much in this report that will help Te Puni Kōkiri and other government organisations form future policy. Iwi leaders and managers will find things in the report that will help them plan their future dealings with the government. The report may also prove useful to Australian authorities. Māori have always enjoyed easy entry into Australia and haven't placed any special demands on their hosts. Through this report, the Australians, and ourselves, will now have a better picture of the Māori presence in Australia and how to deal with that.},\n\tlanguage = {eng},\n\tpublisher = {Te Puni Kokiri},\n\tauthor = {Hamer, Paul},\n\tyear = {2007},\n\tkeywords = {Maori (New Zealand people) Australia., Maori (New Zealand people) Employment Australia., Maori (New Zealand people) Social life and customs Australia., Tikanga., Tāngata., Umanga.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Language Policies in Practice: Preliminary From a Large-Scale National Study Findings of Native American Language Shift.\n \n \n \n\n\n \n Eunice, M.; Mccarty, T. L; Warhol, L.; Zepeda, O.; Ramanathan, V.; and Morgan, B.\n\n\n \n\n\n\n TESOL Quarterly. 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{eunice_language_2007,\n\ttitle = {Language {Policies} in {Practice}: {Preliminary} {From} a {Large}-{Scale} {National} {Study} {Findings} of {Native} {American} {Language} {Shift}},\n\tjournal = {TESOL Quarterly},\n\tauthor = {Eunice, Mary and Mccarty, Teresa L and Warhol, Larisa and Zepeda, Ofelia and Ramanathan, Vaidehi and Morgan, Brian},\n\tyear = {2007},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Kia Tu Heipu: Languages Frame, Focus and Colour Our Worlds.\n \n \n \n\n\n \n Skerrett, M.\n\n\n \n\n\n\n Childrenz Issues: Journal of the Children's Issues Centre, 11(1): 6–14. 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{skerrett_kia_2007,\n\ttitle = {Kia {Tu} {Heipu}: {Languages} {Frame}, {Focus} and {Colour} {Our} {Worlds}},\n\tvolume = {11},\n\tissn = {1174-0477},\n\tshorttitle = {Kia {Tu} {Heipu}},\n\tabstract = {Te reo Maori (the Maori language) is the threatened indigenous heritage language of Aotearoa/New Zealand. There has been a shift since colonisation from te reo Maori to te reo Pakeha (the English language) which is the dominant colonising language of Aotearoa. Reversing language shift (RLS) (Fishman, 1991, 2001a) efforts via the revernacularisation of te reo Maori is an imperative here in Aotearoa. M. Durie's (2001, 2003) and Fishman's (1996) discussions on Maori educational and social advancement provide the theoretical frameworks for meaning-making, cultural and symbolic relationships of language to-culture-to-identity. These underpin the constructs of tino rangatiratanga, Maori self-definition and determination.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Childrenz Issues: Journal of the Children's Issues Centre},\n\tauthor = {Skerrett, Mere},\n\tyear = {2007},\n\tkeywords = {Linguistic minorities, Maori (New Zealand people)–Education, Maori (New Zealand people)–First contact with Europeans, Maori (New Zealand people)–Government relations, Maori (New Zealand people)–Social conditions, Maori (New Zealand people)–Warfare, Maori language},\n\tpages = {6--14},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Kia ora ai te Reo Māori.\n \n \n \n\n\n \n Te Taura Whiri i te Reo Māori\n\n\n \n\n\n\n 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{te_taura_whiri_i_te_reo_maori_kia_2007,\n\ttitle = {Kia ora ai te {Reo} {Māori}},\n\tisbn = {978-0-908878-12-3},\n\tauthor = {{Te Taura Whiri i te Reo Māori}},\n\tyear = {2007},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Second language acquisition for English-medium secondary Te Reo Māori teachers evaluation of the PD pilot programme : report to the Ministry of Education.\n \n \n \n \n\n\n \n Fryer, K.\n\n\n \n\n\n\n Ministry of Education, Wellington, NZ, 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Second$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{fryer_second_2007,\n\taddress = {Wellington, NZ},\n\ttitle = {Second language acquisition for {English}-medium secondary {Te} {Reo} {Māori} teachers evaluation of the {PD} pilot programme : report to the {Ministry} of {Education}},\n\tisbn = {978-0-478-13750-7},\n\tshorttitle = {Second language acquisition for {English}-medium secondary {Te} {Reo} {Māori} teachers evaluation of the {PD} pilot programme},\n\turl = {https://www.educationcounts.govt.nz/publications/maori/english-medium-education/16837},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VArchived by the National Library of New Zealand., \\$\\$Cgeneral\\_note\\$\\$VTitle from PDF cover (viewed on Jan. 24, 2007)., \\$\\$C general\\_note\\$\\$V Hypertext links contained in the archived instances of this title are non-functional., \\$\\$C general\\_note\\$\\$V "Rangahau Mātauranga Māori, Māori Education Research.", \\$\\$C general\\_note\\$\\$V "Mātauranga Māori, Wāhanga Mahi Rangahau, Research Division.", \\$\\$Cgeneral\\_note\\$\\$V"Research New Zealand"–Half t.p., \\$\\$Csystem\\_note\\$\\$VMode of access: World Wide Web.},\n\tlanguage = {eng},\n\turldate = {2016-07-29},\n\tpublisher = {Ministry of Education},\n\tauthor = {Fryer, K.},\n\tyear = {2007},\n\tkeywords = {Ako., High school teachers In-service training New Zealand Evaluation., Maori language Study and teaching (Secondary) New Zealand., Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Kaupapa Māori Science.\n \n \n \n \n\n\n \n Stewart, G. M.\n\n\n \n\n\n\n Ph.D. Thesis, 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Kaupapa$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{stewart_kaupapa_2007,\n\ttitle = {Kaupapa {Māori} {Science}},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/2598},\n\tabstract = {This thesis investigates how Māori knowledge and language articulate with current discourses of Pūtaiao education, and possible alternative articulations. A Kaupapa Māori version of critical discourse analysis methodology is developed and applied to discourses relevant to Pūtaiao, or Māori-medium science education. This topic represents an intersection between language, science, education, and culture - fields which are all highly politically charged. Therefore, it is essential that a politically robust Kaupapa Māori position be taken in relation to the research topic. Not only the issues being investigated but the underlying research paradigm must be interrogated using Kaupapa Māori theory at each stage of the project. The goal is to study the range of possible meanings for the notions of ‘Pūtaiao' and ‘Māori science' by exploring the relevant dialectical issues, critiquing the assumptions and positions taken on language, knowledge, identity and ethos, in order to inform further Pūtaiao curriculum development. The research project is a narration of the larger story of Pūtaiao education: what is the current situation, how did it come about, what theoretical issues have been influential in this process, and what possibilities are there for further development of Pūtaiao curriculum and pedagogy? Each analysis takes the form of a narrative history, based on a selected corpus of previously published scholarship (in Wāhanga 1, including numerical data and oral tradition) on the issue under examination, from a Kaupapa M��ori perspective. ii Mainly in the first two chapters, analysis at times also draws on ‘personal narrative' accounts of previously unpublished details relating to Pūtaiao. Additionally, an investigation of various qualified notions of ‘science' is undertaken, beginning in Wāhanga 2, concluding in Wāhanga 5, in order to explore the nature and boundaries of science as a system of knowledge, and its relationship to other types or systems of knowledge.},\n\tauthor = {Stewart, Georgina Marjorie},\n\tyear = {2007},\n\tkeywords = {Curriculum development, Kaupapa Maori Theory, Maori, Maori knowledge, Maori medium education, Maori perspectives, Matauranga Maori, Mathematics and Statistics curriculum, Mathematics education, National Certificate of Educational Achievement :, Science curriculum, Science education, Te Reo Maori curriculum, maori education},\n}\n\n

\n\n\n

\n This thesis investigates how Māori knowledge and language articulate with current discourses of Pūtaiao education, and possible alternative articulations. A Kaupapa Māori version of critical discourse analysis methodology is developed and applied to discourses relevant to Pūtaiao, or Māori-medium science education. This topic represents an intersection between language, science, education, and culture - fields which are all highly politically charged. Therefore, it is essential that a politically robust Kaupapa Māori position be taken in relation to the research topic. Not only the issues being investigated but the underlying research paradigm must be interrogated using Kaupapa Māori theory at each stage of the project. The goal is to study the range of possible meanings for the notions of ‘Pūtaiao' and ‘Māori science' by exploring the relevant dialectical issues, critiquing the assumptions and positions taken on language, knowledge, identity and ethos, in order to inform further Pūtaiao curriculum development. The research project is a narration of the larger story of Pūtaiao education: what is the current situation, how did it come about, what theoretical issues have been influential in this process, and what possibilities are there for further development of Pūtaiao curriculum and pedagogy? Each analysis takes the form of a narrative history, based on a selected corpus of previously published scholarship (in Wāhanga 1, including numerical data and oral tradition) on the issue under examination, from a Kaupapa M��ori perspective. ii Mainly in the first two chapters, analysis at times also draws on ‘personal narrative' accounts of previously unpublished details relating to Pūtaiao. Additionally, an investigation of various qualified notions of ‘science' is undertaken, beginning in Wāhanga 2, concluding in Wāhanga 5, in order to explore the nature and boundaries of science as a system of knowledge, and its relationship to other types or systems of knowledge.\n

\n\n\n

\n \n\n \n \n \n \n \n \n A criterion referenced analysis and evaluation of the processes involved in formulating a Māori language regeneration strategy for Whakamārama marae.\n \n \n \n \n\n\n \n Lewis, R. B.\n\n\n \n\n\n\n Ph.D. Thesis, 2007.\n primary\n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@phdthesis{lewis_criterion_2007,\n\ttitle = {A criterion referenced analysis and evaluation of the processes involved in formulating a {Māori} language regeneration strategy for {Whakamārama} marae},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/2303},\n\tabstract = {The quality of the processes involved in language regeneration strategy formation is critical to the creation of an effective language regeneration strategy and this, in turn, is critical to the achievement of successful language regeneration outcomes. The overall aim of this research project was to evaluate, using a range of effectiveness criteria, the processes involved in the creation of a marae-based te reo Māori regeneration strategy in the hope that others involved in similar projects in the future would benefit and in the hope that the Whakamārama whānau will themselves derive benefit from it in reviewing what has already been achieved. In Chapter 1, the background to the research project and its rationale are outlined and the research questions and research methods are introduced. Chapter 2 provides a critical review of selected literature in the area of strategic planning aspects of language regeneration and relevant aspects of mātauranga Māori. Using an ethnographic approach, the processes and immediate outcomes (in terms of a survey report and a regeneration plan for Whakamārama marae) of the language regeneration project are outlined in Chapter 3. In Chapter 4, effectiveness criteria are derived on the basis of the literature review in Chapter 2. These include criteria relating to leadership, participation, Kaupapa Māori values, environmental analysis and outcomes. The criteria are then applied to the analysis and evaluation of the processes and outcomes outlined in Chapter 3 in order to identify their strengths and weaknesses. The overall conclusion is that Whakamārama's language regeneration activities to date can be regarded as successful in many ways, including the fact that they have resulted in the production of high quality documentation that is widely appreciated by the whānau in the form of a marae- based language survey and a marae-based te reo Māori regeneration plan. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination, in addition to the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which resulted in a build up of work at a number of stages. This, in turn,lead to delays in producing outcomes and some loss of momentum. It also led, indirectly, to the views of two or three members of the core group being over- represented in the reo plan goals. The information and analysis provided here have relevance to any language community involved in micro-level language regeneration activities of a similar type. It is hoped therefore that this thesis may help others to not only avoid the problems experienced by the Whakamārama whānau but also to benefit from their successes.},\n\tauthor = {Lewis, Roger Brian},\n\tyear = {2007},\n\tnote = {primary},\n\tkeywords = {Language Planning},\n}\n\n

\n\n\n

\n The quality of the processes involved in language regeneration strategy formation is critical to the creation of an effective language regeneration strategy and this, in turn, is critical to the achievement of successful language regeneration outcomes. The overall aim of this research project was to evaluate, using a range of effectiveness criteria, the processes involved in the creation of a marae-based te reo Māori regeneration strategy in the hope that others involved in similar projects in the future would benefit and in the hope that the Whakamārama whānau will themselves derive benefit from it in reviewing what has already been achieved. In Chapter 1, the background to the research project and its rationale are outlined and the research questions and research methods are introduced. Chapter 2 provides a critical review of selected literature in the area of strategic planning aspects of language regeneration and relevant aspects of mātauranga Māori. Using an ethnographic approach, the processes and immediate outcomes (in terms of a survey report and a regeneration plan for Whakamārama marae) of the language regeneration project are outlined in Chapter 3. In Chapter 4, effectiveness criteria are derived on the basis of the literature review in Chapter 2. These include criteria relating to leadership, participation, Kaupapa Māori values, environmental analysis and outcomes. The criteria are then applied to the analysis and evaluation of the processes and outcomes outlined in Chapter 3 in order to identify their strengths and weaknesses. The overall conclusion is that Whakamārama's language regeneration activities to date can be regarded as successful in many ways, including the fact that they have resulted in the production of high quality documentation that is widely appreciated by the whānau in the form of a marae- based language survey and a marae-based te reo Māori regeneration plan. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination, in addition to the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which resulted in a build up of work at a number of stages. This, in turn,lead to delays in producing outcomes and some loss of momentum. It also led, indirectly, to the views of two or three members of the core group being over- represented in the reo plan goals. The information and analysis provided here have relevance to any language community involved in micro-level language regeneration activities of a similar type. It is hoped therefore that this thesis may help others to not only avoid the problems experienced by the Whakamārama whānau but also to benefit from their successes.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Moving Toward the Language: Reflections on Teaching in an Indigenous-Immersion School.\n \n \n \n \n\n\n \n Hermes, M.\n\n\n \n\n\n\n Journal of American Indian Education, 46(3): 54–71. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Moving$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hermes_moving_2007,\n\ttitle = {Moving {Toward} the {Language}: {Reflections} on {Teaching} in an {Indigenous}-{Immersion} {School}},\n\tvolume = {46},\n\tissn = {00218731},\n\turl = {http://jaie.asu.edu/v46/46_3_ 2007 5 Hermes.pdf},\n\tabstract = {A powerful tool for creating culture while at the same time, a cognitively rigorous exercise, Indigenous-language immersion could be a key for producing both language fluency and academic success in culture-based schools. Drawing on seven years of critical ethnographic research at Ojibwe schools in Minnesota and Wisconsin, this researcher suggests Indigenous schools consider shifting from a culture-based curriculum to teaching culture through the Indigenous language. In this article, the researcher chronicles her thinking that led to direct involvement in the founding of an Ojibwe language-immersion school. Reflecting on one year of co-teaching, some of the successes and challenges of teaching in a new immersion school are articulated},\n\tnumber = {3},\n\tjournal = {Journal of American Indian Education},\n\tauthor = {Hermes, Mary},\n\tyear = {2007},\n\tpages = {54--71},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Revitalization and its Discontents: An essay and review of Saving languages: An introduction to language revitalization.\n \n \n \n \n\n\n \n Edwards, J.\n\n\n \n\n\n\n Canadian Journal of Applied Linguistics (CJAL)/Revue canadienne de linguistique appliquée (RCLA), 10: 101–120. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{edwards_language_2007,\n\ttitle = {Language {Revitalization} and its {Discontents}: {An} essay and review of {Saving} languages: {An} introduction to language revitalization},\n\tvolume = {10},\n\tissn = {1481-868X},\n\turl = {http://www.aclacaal.org/wp-content/uploads/2013/08/7-vol-10-no1-essay-by-edwards.pdf},\n\tabstract = {Endangered languages are of obvious interest to linguists, and it is remarkable that recent levels of concern have shown that many of them are more or less committed to doing something to stemlinguistic decline. This is a change from earlier hands-off postures that traditionally held it to be neither appropriate nor feasible to intervene in the social life of language; the work of academies, for example, was regularly interpreted as psychologically understandable but lin- guistically naïve. The older view remains, however, more correct than many modern commentatorswould have us believe. This is because the newer “eco- logical” stance generally persists in discussing language as if it were almost a freestanding matter that could and would respond to focused intervention. This is plainly not the case. Wholesale social reworking is too revolutionary formodern ecolinguists; rather, only some selected adjustments are wanted— but this has generally proved unworkable. To intervene on behalf of a threat- ened minority language, for instance, while leaving intact all the other aspects of social evolution that link the community in desired and desirable ways with the wider world, has generally resulted in failure},\n\tjournal = {Canadian Journal of Applied Linguistics (CJAL)/Revue canadienne de linguistique appliquée (RCLA)},\n\tauthor = {Edwards, John},\n\tyear = {2007},\n\tpages = {101--120},\n}\n\n

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\n \n\n \n \n \n \n \n \n Creating culturally-safe schools for Māori students.\n \n \n \n \n\n\n \n Macfarlane, A.; Glynn, T E D; Cavanagh, T O M; and Bateman, S.\n\n\n \n\n\n\n The Australian Journal of Indigenous Education, 36: 65–76. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Creating$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{macfarlane_creating_2007,\n\ttitle = {Creating culturally-safe schools for {Māori} students},\n\tvolume = {36},\n\tissn = {1326-0111},\n\turl = {http://www.educationalleaders.govt.nz/Leading-change/Manaakitanga-Leading-with-moral-purpose/Creating-culturally-safe-schools-for-Maori-students},\n\tabstract = {In order to better understand the present trends in New Zealand's schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Ma- ori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Ma- ori students, and discusses the importance of creating culturally-safe schools – places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Ma- ori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Ma- ori students},\n\tjournal = {The Australian Journal of Indigenous Education},\n\tauthor = {Macfarlane, Angus and Glynn, T E D and Cavanagh, T O M and Bateman, Sonja},\n\tyear = {2007},\n\tpmid = {165475},\n\tpages = {65--76},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language, education and ethnicity: Whose rights will prevail in an age of globalisation?.\n \n \n \n \n\n\n \n Watson, K.\n\n\n \n\n\n\n International Journal of Educational Development, 27(3): 252–265. May 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Language,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{watson_language_2007,\n\ttitle = {Language, education and ethnicity: {Whose} rights will prevail in an age of globalisation?},\n\tvolume = {27},\n\tissn = {07380593},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0738059306001441},\n\tdoi = {10.1016/j.ijedudev.2006.10.015},\n\tnumber = {3},\n\tjournal = {International Journal of Educational Development},\n\tauthor = {Watson, Keith},\n\tmonth = may,\n\tyear = {2007},\n\tpages = {252--265},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ethics and Revitalization of Dormant Languages: The Mutsun Language.\n \n \n \n \n\n\n \n Warner, N.; Luna, Q.; and Butler, L.\n\n\n \n\n\n\n Language Documentation & Conservation, 1(1): 58–76. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Ethics$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{warner_ethics_2007,\n\ttitle = {Ethics and {Revitalization} of {Dormant} {Languages}: {The} {Mutsun} {Language}},\n\tvolume = {1},\n\tissn = {0898929X},\n\turl = {http://scholarspace.manoa.hawaii.edu/bitstream/handle/10125/1727/warner.pdf;jsessionid=9B8BA25DFA5E129F6BAAEF7ADF2FA3B6},\n\tdoi = {10.1162/jocn.2010.21424</p>},\n\tabstract = {Language revitalization (either increasing the use of an endangered language or bringing back a language with no speakers) brings up many ethical issues, beginning with whether it is even legitimate to attempt such revitalization. Language communities and linguists must address these issues if revitalization is to succeed in any of its goals. In this paper, we discuss the ethical issues we have encountered and the choices we have made about them during revitalization work with the Mutsun language (a dormant Costanoan language of California). We argue that language revitalization is a useful and legitimate application of linguistic knowledge},\n\tnumber = {1},\n\tjournal = {Language Documentation \\& Conservation},\n\tauthor = {Warner, Natasha and Luna, Quirina and Butler, Lynnika},\n\tyear = {2007},\n\tpages = {58--76},\n}\n\n

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\n \n\n \n \n \n \n \n \n Indigeneity, media and cultural globalization The Case of Mataku, or the Maori X-Files.\n \n \n \n \n\n\n \n Glynn, K.; and Tyson, A. F.\n\n\n \n\n\n\n International Journal of Cultural Studies, 10(2): 205–224. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Indigeneity,$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{glynn_indigeneity_2007,\n\ttitle = {Indigeneity, media and cultural globalization {The} {Case} of {Mataku}, or the {Maori} {X}-{Files}},\n\tvolume = {10},\n\turl = {http://ics.sagepub.com/content/10/2/205.short},\n\tnumber = {2},\n\turldate = {2015-12-21},\n\tjournal = {International Journal of Cultural Studies},\n\tauthor = {Glynn, Kevin and Tyson, A. F.},\n\tyear = {2007},\n\tpages = {205--224},\n}\n\n

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\n \n\n \n \n \n \n \n \n A future for Māori education Part II: The reintegration of culture and education.\n \n \n \n \n\n\n \n Hook, G. R.\n\n\n \n\n\n\n Mai Review, 1: 1–17. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hook_future_2007,\n\ttitle = {A future for {Māori} education {Part} {II}: {The} reintegration of culture and education},\n\tvolume = {1},\n\tshorttitle = {A future for {Māori} education {Part} {II}},\n\turl = {http://www.review.mai.ac.nz/index.php/MR/article/viewArticle/22},\n\tabstract = {Education of the individual is of fundamental importance to the future of the Māori people in their determination to secure for themselves an economic future that removes them from the bottom of the socioeconomic ladder. In two papers dedicated to the advancement of Māori education, poor educational performance and marginal economic success by Māori is attributed, in large part, to the imposition of culturally inappropriate Eurocentric expectations on the minority, resulting in identity loss and disengagement within the schools and universities. For Māori, the resurgent propagation of only one culture by government and cultural hegemony by the majority has resulted in social dichotomy. Māori culture has been marginalized and a monoculture now prevails driven by the determination of government to eliminate all race-based programs from the government agenda. Education and culture are inextricably interwoven and their dissociation from each other has been culturally detrimental. With the attempts by mainstream to impose Eurocentric cultural values and education on Māori, a dissociation of education from culture became inevitable. While a European education was needed to function in a Eurocentric society the end result, descriptive of all indigenous people emerging from colonization, has been one of disillusionment and disengagement. In this paper the concept of reintegration of Māori education with Māori culture is introduced, and for this to occur three major new initiatives are recommended. First, Māori culture must be reinforced, rebuilt, re-established, and refurbished; this can only be done through the development of culturally appropriate educational programs promoted and delivered within the marae environment. Second, Māori need to assume the teaching of secondary school education to their children within Māori Wānanga that will allow seamless education for all Māori children from the beginning of secondary all the way through to the bachelor degree end of tertiary education; this may reduce disengagement and subsequent drop out of Māori from education, as well as reduction in their suspension rates. Third, a National Māori University should be established that will allow the development of Māori scholarship to the highest international levels, but within a Māori environment. A National Māori University will also assist Māori focus beyond national boundaries as they learn to integrate with, and actively contribute to, the emerging global society.},\n\turldate = {2015-12-21},\n\tjournal = {Mai Review},\n\tauthor = {Hook, G. Raumati},\n\tyear = {2007},\n\tpages = {1--17},\n}\n\n

\n\n\n

\n Education of the individual is of fundamental importance to the future of the Māori people in their determination to secure for themselves an economic future that removes them from the bottom of the socioeconomic ladder. In two papers dedicated to the advancement of Māori education, poor educational performance and marginal economic success by Māori is attributed, in large part, to the imposition of culturally inappropriate Eurocentric expectations on the minority, resulting in identity loss and disengagement within the schools and universities. For Māori, the resurgent propagation of only one culture by government and cultural hegemony by the majority has resulted in social dichotomy. Māori culture has been marginalized and a monoculture now prevails driven by the determination of government to eliminate all race-based programs from the government agenda. Education and culture are inextricably interwoven and their dissociation from each other has been culturally detrimental. With the attempts by mainstream to impose Eurocentric cultural values and education on Māori, a dissociation of education from culture became inevitable. While a European education was needed to function in a Eurocentric society the end result, descriptive of all indigenous people emerging from colonization, has been one of disillusionment and disengagement. In this paper the concept of reintegration of Māori education with Māori culture is introduced, and for this to occur three major new initiatives are recommended. First, Māori culture must be reinforced, rebuilt, re-established, and refurbished; this can only be done through the development of culturally appropriate educational programs promoted and delivered within the marae environment. Second, Māori need to assume the teaching of secondary school education to their children within Māori Wānanga that will allow seamless education for all Māori children from the beginning of secondary all the way through to the bachelor degree end of tertiary education; this may reduce disengagement and subsequent drop out of Māori from education, as well as reduction in their suspension rates. Third, a National Māori University should be established that will allow the development of Māori scholarship to the highest international levels, but within a Māori environment. A National Māori University will also assist Māori focus beyond national boundaries as they learn to integrate with, and actively contribute to, the emerging global society.\n

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\n \n\n \n \n \n \n \n \n Respecting the Language of Elders: Ideological Shift and Linguistic Discontinuity in a Northern Athapascan Community.\n \n \n \n \n\n\n \n Meek, B. A\n\n\n \n\n\n\n Journal of Linguistic Anthropology, 17(1): 23–43. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Respecting$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{meek_respecting_2007,\n\ttitle = {Respecting the {Language} of {Elders}: {Ideological} {Shift} and {Linguistic} {Discontinuity} in a {Northern} {Athapascan} {Community}},\n\tvolume = {17},\n\tissn = {1548-1395},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1525/jlin.2007.17.1.23/abstract},\n\tdoi = {10.1525/jlin.2007.17.1.23.23},\n\tabstract = {This article examines an ideological shift related to and affecting language shift, focusing especially on children's experiences. I show that while elders retained their status as intel- lectual authorities responsible for passing their knowledge on to younger community mem- bers, their knowledge became limited to practices conceptualized as “traditionally Kaska,” of which language was an integral part. As a result, the acquisition of Kaska became sub- ject to the same social practices that organized other forms of “traditional indigenous” or specialized knowledge such that speaking Kaska became the domain of elders. Children's and youth's commentary and practices articulated and solidified this ideological transformation},\n\tnumber = {1},\n\tjournal = {Journal of Linguistic Anthropology},\n\tauthor = {Meek, Barbra A},\n\tyear = {2007},\n\tkeywords = {American Indians, North America, age, revitalization, socialization},\n\tpages = {23--43},\n}\n\n

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\n \n\n \n \n \n \n \n \n Aspiration of Plosives in Maori: Change Over Time.\n \n \n \n \n\n\n \n Maclagan, M.; and King, J.\n\n\n \n\n\n\n Australian Journal of Linguistics, 27(1): 81–96. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Aspiration$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{maclagan_aspiration_2007,\n\ttitle = {Aspiration of {Plosives} in {Maori}: {Change} {Over} {Time}},\n\tvolume = {27},\n\tshorttitle = {Aspiration of {Plosives} in {Maori}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/07268600601172983},\n\tabstract = {Maori is the language of the indigenous people of New Zealand. Traditionally the Maori plosive consonants are regarded as unaspirated, in contrast to English voiceless plosives which are strongly aspirated in initial position. This paper traces the increase in aspiration in Maori plosives over time by analysing the Maori and English plosive consonants of three speakers born over a span of nearly 100 years. It shows that both the number of aspirated plosives and the degree of aspiration (measured by VOT) have increased from the oldest speaker (born in 1885) to the youngest speaker (born in 1972) in both languages. There may be some language internal factors at work, but influence from English is a likely cause for this change. The youngest speaker was born before the Maori language revitalization programme was established. The results provide a snapshot of the pronunciation of Maori stops before the development of the kohanga reo revitalization movement (Maori language nests) in 1982. Adapted from the source document},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Australian Journal of Linguistics},\n\tauthor = {Maclagan, Margaret and King, Jeanette},\n\tyear = {2007},\n\tkeywords = {Aspiration, Descriptive Linguistics, Diachronic Linguistics, New Zealand English, Polynesian Languages, Sound Change, Stops (84300), Voice Onset Time (Vot), language contact},\n\tpages = {81--96},\n}\n\n

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\n \n\n \n \n \n \n \n \n The impact of Māori Television on being Māori: A geographical approach.\n \n \n \n \n\n\n \n Poihipi, V.\n\n\n \n\n\n\n MAI Review, 1: 1–21. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{poihipi_impact_2007,\n\ttitle = {The impact of {Māori} {Television} on being {Māori}: {A} geographical approach},\n\tvolume = {1},\n\tshorttitle = {The impact of {Māori} {Television} on being {Māori}},\n\turl = {http://review.mai.ac.nz/index.php/MR/article/viewArticle/37},\n\tabstract = {This study's objective was to examine the influence of Māori Television on a sample of Māori women living in Dunedin. Given Dunedin’s small Māori population, the research sought to determine how these women perceived Māori TV. Was it useful in linking them with Te Ao Māori? A qualitative analysis was undertaken. Results indicate that Māori Television has had an overwhelmingly positive impact on its Dunedin Māori women viewers. This study's conclusions indicate Māori TV is a counterbalance to mainstream representations of Māori, it recognises and celebrates iwi Māori diversity, it is a positive medium for Māori and it connects Māori with Te Ao Māori.},\n\turldate = {2016-02-01},\n\tjournal = {MAI Review},\n\tauthor = {Poihipi, Vanessa},\n\tyear = {2007},\n\tpages = {1--21},\n}\n\n

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\n \n\n \n \n \n \n \n \n Education - it's a whanau thing.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n . 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Education$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_education_2007,\n\ttitle = {Education - it's a whanau thing},\n\tissn = {0111-1582},\n\turl = {www.rimutakakindergarten.org.nz/.../Education_its_a_whanau_thing_Te_ Kopae_Piripono.pdf},\n\tabstract = {Features Te Kopae Piripono, Taranaki's only Maori immersion early childhood centre, in New Plymouth. Highlights its strong emphasis on whanau support and involvement. Notes that this often benefits the grandparents and parents as much as the children. Relates how a grandmother remained involved even after her mokopuna moved on and was motivated to train as an early childhood teacher herself and how bringing his daughter to the school helped the father reconnect with te reo.},\n\tlanguage = {eng},\n\tyear = {2007},\n\tkeywords = {Early Childhood Education, Healey, Māori (New Zealand People) - Education, Shelton, Social Participation, Whānau},\n}\n\n

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\n \n\n \n \n \n \n \n \n Whāia te māramatanga: Māori language revitalisation and tertiary education in Te Ika ā Maui and Te Wai Pounamu.\n \n \n \n \n\n\n \n Timms, C. E\n\n\n \n\n\n\n MAI Review, 1: 1–12. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Whāia$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{timms_whaia_2007,\n\ttitle = {Whāia te māramatanga: {Māori} language revitalisation and tertiary education in {Te} {Ika} ā {Maui} and {Te} {Wai} {Pounamu}},\n\tvolume = {1},\n\turl = {http://ojs.review.mai.ac.nz/index.php/MR/article/view/26},\n\tabstract = {This paper explores the relationship between Indigenous language revitalisation and tertiary education in Te Ika ā Maui (the North Island of New Zealand) and Te Wai Pounamu (the South Island of New Zealand). It discusses the relative developments, motivations and strengths of two tertiary educational institutions, Te Tumu, School of Māori, Pacific and Indigenous Studies at the University of Otago in Dunedin, and Te Wānanga-o-Raukawa in Ōtaki},\n\tjournal = {MAI Review},\n\tauthor = {Timms, Catriona E},\n\tyear = {2007},\n\tkeywords = {Education, Māori Language, kaupapa māori, māori studies, tertiary education},\n\tpages = {1--12},\n}\n\n

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\n \n\n \n \n \n \n \n Paradigms on Indigenous Language Revitalisation: The case of te reo Māori in Aotearoa New Zealand and Mapudungun in Chile.\n \n \n \n\n\n \n Gallegos, C.\n\n\n \n\n\n\n Ph.D. Thesis, 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{gallegos_paradigms_2007,\n\ttitle = {Paradigms on {Indigenous} {Language} {Revitalisation}: {The} case of te reo {Māori} in {Aotearoa} {New} {Zealand} and {Mapudungun} in {Chile}},\n\tauthor = {Gallegos, Carina},\n\tyear = {2007},\n}\n\n

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\n \n\n \n \n \n \n \n Stabilizing Indigenous Languages.\n \n \n \n\n\n \n Cantoni, G.; Mellott, R.; Raines, P.; Heiser, D.; and Mclean, G.\n\n\n \n\n\n\n Education. 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{cantoni_stabilizing_2007,\n\ttitle = {Stabilizing {Indigenous} {Languages}},\n\tissn = {07908318},\n\tjournal = {Education},\n\tauthor = {Cantoni, Gina and Mellott, Ramona and Raines, Peggy and Heiser, Dick and Mclean, Gary},\n\tyear = {2007},\n}\n\n

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\n \n\n \n \n \n \n \n \n Indigenous Language Usage in a Digital Library: He Hautoa Kia Ora Tonu Ai.\n \n \n \n \n\n\n \n Keegan, T. T.\n\n\n \n\n\n\n Ph.D. Thesis, 2007.\n Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use:  Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person.  Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate.  You will obtain the author’s permission before publishing any material from the thesis.\n\n\n\n
\n\n\n\n \n \n $\"Indigenous$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{keegan_indigenous_2007,\n\ttitle = {Indigenous {Language} {Usage} in a {Digital} {Library}: {He} {Hautoa} {Kia} {Ora} {Tonu} {Ai}},\n\tcopyright = {http://researchcommons.waikato.ac.nz/bitstream/handle/10289/3997/thesis.pdf?sequence=1\\&isAllowed=y},\n\turl = {http://www.cs.waikato.ac.nz/ tetaka/PDF/He Hautoa.pdf},\n\tabstract = {The research described in this thesis examines indigenous language usage in a digital library environment that has been accessed via the Internet. By examining discretionary use of the Māori Niupepa and Hawaiian Nūpepa digital libraries this research investigates how indigenous languages were used in these electronic environments in 2005. The results provide encouragement and optimism to people who are striving to retain, revitalise and develop the use of indigenous languages in information technologies. The Transaction Log Analysis (TLA) methods used in this research serve as an example of how web logs can be used to provide significant information about language usage in a bilingual online information system. Combining the TLA with user feedback has provided insights into how and why clients use indigenous languages in their information retrieval activities. These insights in turn, show good practice that is relevant not only to those working with indigenous languages, indigenous peoples or multilingual environments, but to all information technology designers who strive for universal usability. This thesis begins by describing the importance of using indigenous languages in electronic environments and suggests that digital libraries can provide an environment to support and encourage the use of such languages. TLA is explained in the context of this study and is then used to analyse aspects of te reo Māori usage in the Niupepa digital library environment in 2005. TLA also indicates that te reo Māori was used by international clients and this usage differed to te reo Māori usage by national (Aotearoa) clients. Findings further reveal that the default language setting of the Niupepa digital library had a considerable impact on te reo Māori usage. When the default language was set to te reo Māori not only were there more requests in te reo Māori but there was also a higher usage of te reo Māori in the information retrieval activities. TLA of the Hawaiian Nūpepa digital library indicated that the Hawaiian language was also used in a digital library. These results confirm that indigenous languages were used in digital library environments. Feedback from clients suggests reasons why indigenous languages were used in this environment. These reasons include the indigenous language content of the digital library, the indigenous language default language setting of the digital library and a stated desire by the clients to use the indigenous language. The key findings raise some interface design issues and support the claim that digital libraries can provide an environment to support the use of indigenous languages.},\n\tauthor = {Keegan, Te Taka},\n\tyear = {2007},\n\tnote = {Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use:  Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person.  Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate.  You will obtain the author’s permission before publishing any material from the thesis.},\n\tkeywords = {Computer networks, Digital Libraries, Electronic libraries, Electronic publishing, Feedback, Hawaii, Indigenous Populations, Information and communications technology, Kounga, Language skills, Te reo Maori, WeIb services, nternet},\n}\n\n

\n\n\n

\n The research described in this thesis examines indigenous language usage in a digital library environment that has been accessed via the Internet. By examining discretionary use of the Māori Niupepa and Hawaiian Nūpepa digital libraries this research investigates how indigenous languages were used in these electronic environments in 2005. The results provide encouragement and optimism to people who are striving to retain, revitalise and develop the use of indigenous languages in information technologies. The Transaction Log Analysis (TLA) methods used in this research serve as an example of how web logs can be used to provide significant information about language usage in a bilingual online information system. Combining the TLA with user feedback has provided insights into how and why clients use indigenous languages in their information retrieval activities. These insights in turn, show good practice that is relevant not only to those working with indigenous languages, indigenous peoples or multilingual environments, but to all information technology designers who strive for universal usability. This thesis begins by describing the importance of using indigenous languages in electronic environments and suggests that digital libraries can provide an environment to support and encourage the use of such languages. TLA is explained in the context of this study and is then used to analyse aspects of te reo Māori usage in the Niupepa digital library environment in 2005. TLA also indicates that te reo Māori was used by international clients and this usage differed to te reo Māori usage by national (Aotearoa) clients. Findings further reveal that the default language setting of the Niupepa digital library had a considerable impact on te reo Māori usage. When the default language was set to te reo Māori not only were there more requests in te reo Māori but there was also a higher usage of te reo Māori in the information retrieval activities. TLA of the Hawaiian Nūpepa digital library indicated that the Hawaiian language was also used in a digital library. These results confirm that indigenous languages were used in digital library environments. Feedback from clients suggests reasons why indigenous languages were used in this environment. These reasons include the indigenous language content of the digital library, the indigenous language default language setting of the digital library and a stated desire by the clients to use the indigenous language. The key findings raise some interface design issues and support the claim that digital libraries can provide an environment to support the use of indigenous languages.\n

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\n \n\n \n \n \n \n \n Mäori Language Revitalization: A Vision for the Future.\n \n \n \n\n\n \n Mita, D.\n\n\n \n\n\n\n Canadian Journal of Native Education, 30(1): 101–107,190. 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{mita_maori_2007,\n\ttitle = {Mäori {Language} {Revitalization}: {A} {Vision} for the {Future}},\n\tvolume = {30},\n\tissn = {0710-1481},\n\tshorttitle = {Mäori {Language} {Revitalization}},\n\tabstract = {The Te Kohanga Reo (Language Nests) programs, initiated in Aotearoa/New Zealand in 1982, are perhaps the best known international example of Indigenous early childhood language and culture revitalization efforts. From an academic perspective, the author explores the philosophical principles and foundations of the Te Kohanga Reo movement as well as the challenges and successes of one such program based in Rotorua. [PUBLICATION ]},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Canadian Journal of Native Education},\n\tauthor = {Mita, Deslie},\n\tyear = {2007},\n\tkeywords = {Child Discipline, Children \\& Youth, Cultural Values, Decision Making, English Language, Preschool Children},\n\tpages = {101--107,190},\n}\n\n

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\n \n\n \n \n \n \n \n \n Eke ki runga i te waka: The use of dominant metaphors by newly-fluent Māori speakers in historical perspective.\n \n \n \n \n\n\n \n King, J. M.\n\n\n \n\n\n\n Ph.D. Thesis, Canterbury University, 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Eke$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{king_eke_2007,\n\ttype = {{PhD}},\n\ttitle = {Eke ki runga i te waka: {The} use of dominant metaphors by newly-fluent {Māori} speakers in historical perspective},\n\turl = {http://ir.canterbury.ac.nz/handle/10092/977},\n\tabstract = {n language revitalisation movements the main impetus and passion is often provided by adults who, as second language speakers, have gained fluency in their heritage language. As parents and teachers these adults often have vital roles in the ongoing transmission of the heritage language. This study is based on interviews with thirty-two Māori adults who have each made a strong commitment to becoming a fluent speaker of Māori. The study posited that the informants would have a strongly-held worldview which enabled them to engage with and maintain a relationship with the Māori language. This worldview is expressed through a range of metaphors, the four most frequent being: LANGUAGE IS A PATH, LANGUAGE IS A CANOE, LANGUAGE IS FOOD, LANGUAGE LEARNER IS A PLANT. The worldview articulated by these metaphors has a quasi-religious nature and draws on elements of New Age humanism, a connection with Māori culture and ancestors as well as kaupapa Māori (Māori-orientated and controlled initiatives). The source domains for these metaphors are traced through a study of various Māori sources from the 19th century through to the present day. This study shows how exploitation of these metaphors has changed throughout this time period leading to their current exploitation by the newly-fluent informants. The metaphors preferred by the informants were contrasted with the prominent metaphor LANGUAGE IS A TREASURE, the entailments of which were found to be more relevant to the experience of native speakers. The informants' experience also contrasts with the focus of language planners in that the informants are more focussed on how the Māori language is important for them personally than how they contribute to the revitalisation of the Māori language. These findings have implications for the revitalisation of the Māori language and have relevance for other endangered languages.},\n\tschool = {Canterbury University},\n\tauthor = {King, Jeanette Margaret},\n\tyear = {2007},\n\tkeywords = {Cognitive metaphor theory, Language, Language revitalisation, Linguistics, Māori, Māori Culture, Māori Language, Māori history, Second Language Learning, Te reo Maori, Teachers},\n}\n\n

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\n \n\n \n \n \n \n \n Paradigms on indigenous language revitalisation : the case of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Development Studies.\n \n \n \n\n\n \n Carina. Gallegos\n\n\n \n\n\n\n Thesis MDevStud–Victoria University of Wellington, 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{carina._gallegos_paradigms_2007,\n\ttitle = {Paradigms on indigenous language revitalisation : the case of te reo {Maori} in {Aotearoa} {New} {Zealand} and {Mapudungun} in {Chile} : a thesis submitted to the {Victoria} {University} of {Wellington} in partial fulfilment of the requirements for the degree of {Master} of {Development} {Studies}},\n\tshorttitle = {Paradigms on indigenous language revitalisation},\n\tabstract = {The existence of systems of indigenous knowledge depend greatly on the existence of indigenous languages. Processes of language revitalisation seek to uphold indigenous knowledge by restoring endangered indigenous languages. Historical processes of colonisation and globalisation in Chile and Aotearoa New Zealand have impacted and threatened each country's indigenous language. This dissertation describes language revitalisation processes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile in order to further understand the implications of language on effectively revitalising indigenous culture and knowledge. The research and analysis presented implements comparative methodology through the use of case studies, direct observations, primary and secondary data sources. In an effort to evaluate and compare outcomes of indigenous language revitalisation schemes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile, this thesis focuses on case studies in the context of how education programmes in each country approach indigenous language revitalisation.},\n\tlanguage = {eng},\n\tpublisher = {Thesis MDevStud–Victoria University of Wellington},\n\tauthor = {{Carina. Gallegos}},\n\tyear = {2007},\n\tkeywords = {Language and culture., Language revival Case studies., Language revival Chile., Language revival New Zealand., Maori language Revival., Mapuche language Revival., Reo Māori.},\n}\n\n

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\n \n\n \n \n \n \n \n \n Using workplaces to research attitudes and behaviours towards the Maori language in Wellington.\n \n \n \n \n\n\n \n De Bres, J.\n\n\n \n\n\n\n Wellington Working Papers in Linguistics, 19. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Using$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{de_bres_using_2007,\n\ttitle = {Using workplaces to research attitudes and behaviours towards the {Maori} language in {Wellington}},\n\tvolume = {19},\n\tissn = {1170-1978},\n\turl = {http://orbilu.uni.lu/handle/10993/10382},\n\tabstract = {This research report discusses the workplace-based methodological design and selected findings of my PhD research on the attitudes and behaviours of non-Māori New Zealanders towards the Māori language. A participant recruitment approach at nine white-collar workplaces in Wellington was used to attempt to access non-Māori participants with a range of attitudes towards the Māori language. Although this workplace-based design was mainly intended to facilitate access to a range of participants, the data collection also resulted in a number of findings relating to Māori language in the workplace in particular. This report discusses a selection of these findings, including the association between participants’ workplaces and their attitudes towards the Māori language, participants’ stated behaviours towards the Māori language at work (including pronunciation of Māori words, using Māori words and phrases, and responding to the use of Māori by others) and participants’ views on how their workplace environment constrains and/or fosters their Māori language use.},\n\tlanguage = {en},\n\turldate = {2015-12-09},\n\tjournal = {Wellington Working Papers in Linguistics},\n\tauthor = {De Bres, Julia},\n\tyear = {2007},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te reo o Ngāti Kahungunu.\n \n \n \n \n\n\n \n Hutana, I.\n\n\n \n\n\n\n He Muka. 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@article{hutana_te_2007,\n\ttitle = {Te reo o {Ngāti} {Kahungunu}},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka kōrerohia te kaupapa whakaora reo a Ngāti Kahungunu. Kua tuhia hoki tētahi waiata 'rap' ki ngā reo e rua., Talks about the Ngāti Kahungunu language revitalisation project. Includes a bilingual rap.Talks about the Ngāti Kahungunu language revitalisation project. Includes a bilingual rap.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Hutana, Ihaia},\n\tyear = {2007},\n\tkeywords = {Maori Language – Dialects, Reo Māori},\n}\n\n

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@article{kawaiaea_pua_2007,\n\ttitle = {Pū'Ā i ka 'Ōlelo, {Ola} ka '{Ohana}: {Three} {Generations} of {Hawaiian} {Language} {Revitalization}},\n\tvolume = {4},\n\turl = {http://www.ksbe.edu/spi/Hulili/Hulili_vol_4/7_Pua_i_ka_olelo_ola_la_ka_ohana.pdf},\n\tabstract = {In the early 1980s, the Hawaiian language had reached its low point with fewer than 50 native speakers of Hawaiian under the age of 18. Outside of the Ni'ihau community, a small group of families in Honolulu and Hilo were raising their children through Hawaiian. This article shares the perspectives of three pioneering families of the Hawaiian language revitalization movement over one generation of growth, change, and transformation. Our living case study stands as a testament for other Hawaiian language families who have endured the challenges of revitalizing the Hawaiian language as the living language of the home, school, and community. The article also celebrates the legacy of the Hawaiian language movement upon the 20th-year anniversary of Hawaiian-medium education within the public sector. Appended to this document is "Hawaiian Language over 166 Years." (Contains a bibliography, a list of resources, and 3 notes.) [This article includes commentary by Kini Ka'awa, Kananinohea Kawai'ae'a Maka'imoku, and Kau'iwehelaniikapomahinala'ila'i Kaina Lauano.]},\n\tnumber = {1},\n\tjournal = {Multidisciplinary Research on Hawaiian Well-Being},\n\tauthor = {Kawai'ae'a, Keiki K C and Housman, Alohalani Kaluhiokalani and Alencastre, Makalapua and Māka'imoku, Kananinohea Kawai'ae'a and Lauano, Kau'iwehelaniikapōmahinala'ila'i},\n\tyear = {2007},\n\tkeywords = {Case Studies, Diachronic Linguistics, Family Environment, Language Maintenance, Language Usage, Language of Instruction, Malayo Polynesian Languages, Native Speakers, Public Sector},\n\tpages = {183--237},\n}\n\n

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@techreport{office_of_the_auditor_general_implementing_2007,\n\ttitle = {Implementing the {Māori} {Language} {Strategy}},\n\tauthor = {{Office of the Auditor General}},\n\tyear = {2007},\n}\n\n

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@techreport{te_runanga_o_ngati_ranginui_ngati_2007,\n\ttitle = {Ngāti {Ranginui} {Iwi}. {Mahere} {Rautaki} 2007-2017},\n\turl = {http://www.ranginui.co.nz/vdb/document/59},\n\tabstract = {This is an iwi strategy for Ngāti Ranginui, it includes some aspirational strategies for te reo Māori},\n\tauthor = {{Te Rūnanga o Ngāti Ranginui}},\n\tyear = {2007},\n\tpages = {1--24},\n}\n\n

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\n \n\n \n \n \n \n \n (Re)-Constructing Māori Children as Achieving Learners.\n \n \n \n\n\n \n Harris, F.\n\n\n \n\n\n\n Ph.D. Thesis, 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{harris_re-constructing_2007,\n\ttitle = {({Re})-{Constructing} {Māori} {Children} as {Achieving} {Learners}},\n\tauthor = {Harris, Fleur},\n\tyear = {2007},\n\tkeywords = {Academic Achievement, Assessment practices, Children, Educational assessment, Educational discrimination, Educational outcomes, Kaupapa Maori Theory, Maori, Maori - Pakeha comparative research, Maori children, Maori language, Metalinguistics, Phonological awareness, Reading achievement, Teaching, Whanau},\n}\n\n

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@book{hamer_maori_2007,\n\taddress = {Wellington, NZ},\n\ttitle = {Māori in {Australia} {Ngā} {Māori} i {Te} {Ao} {Moemoeā}},\n\turl = {https://www.tpk.govt.nz/en/a-matou-mohiotanga/demographics/maori-in-aus},\n\tabstract = {The report gives us the most accurate indication of just how many Māori there are in Australia, why they went there, how they're faring and also the very interesting fact that, while they live and work in another country, they still consider themselves to be Māori and call this country 'home'. There is much in this report that will help Te Puni Kōkiri and other government organisations form future policy. Iwi leaders and managers will find things in the report that will help them plan their future dealings with the government. The report may also prove useful to Australian authorities. Māori have always enjoyed easy entry into Australia and haven't placed any special demands on their hosts. Through this report, the Australians, and ourselves, will now have a better picture of the Māori presence in Australia and how to deal with that.},\n\tlanguage = {eng},\n\tpublisher = {Te Puni Kokiri},\n\tauthor = {Hamer, Paul},\n\tyear = {2007},\n\tkeywords = {Maori (New Zealand people) Australia., Maori (New Zealand people) Employment Australia., Maori (New Zealand people) Social life and customs Australia., Tikanga., Tāngata., Umanga.},\n}\n\n

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@article{eunice_language_2007,\n\ttitle = {Language {Policies} in {Practice}: {Preliminary} {From} a {Large}-{Scale} {National} {Study} {Findings} of {Native} {American} {Language} {Shift}},\n\tjournal = {TESOL Quarterly},\n\tauthor = {Eunice, Mary and Mccarty, Teresa L and Warhol, Larisa and Zepeda, Ofelia and Ramanathan, Vaidehi and Morgan, Brian},\n\tyear = {2007},\n}\n\n

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@article{skerrett_kia_2007,\n\ttitle = {Kia {Tu} {Heipu}: {Languages} {Frame}, {Focus} and {Colour} {Our} {Worlds}},\n\tvolume = {11},\n\tissn = {1174-0477},\n\tshorttitle = {Kia {Tu} {Heipu}},\n\tabstract = {Te reo Maori (the Maori language) is the threatened indigenous heritage language of Aotearoa/New Zealand. There has been a shift since colonisation from te reo Maori to te reo Pakeha (the English language) which is the dominant colonising language of Aotearoa. Reversing language shift (RLS) (Fishman, 1991, 2001a) efforts via the revernacularisation of te reo Maori is an imperative here in Aotearoa. M. Durie's (2001, 2003) and Fishman's (1996) discussions on Maori educational and social advancement provide the theoretical frameworks for meaning-making, cultural and symbolic relationships of language to-culture-to-identity. These underpin the constructs of tino rangatiratanga, Maori self-definition and determination.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Childrenz Issues: Journal of the Children's Issues Centre},\n\tauthor = {Skerrett, Mere},\n\tyear = {2007},\n\tkeywords = {Linguistic minorities, Maori (New Zealand people)–Education, Maori (New Zealand people)–First contact with Europeans, Maori (New Zealand people)–Government relations, Maori (New Zealand people)–Social conditions, Maori (New Zealand people)–Warfare, Maori language},\n\tpages = {6--14},\n}\n\n

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@book{te_taura_whiri_i_te_reo_maori_kia_2007,\n\ttitle = {Kia ora ai te {Reo} {Māori}},\n\tisbn = {978-0-908878-12-3},\n\tauthor = {{Te Taura Whiri i te Reo Māori}},\n\tyear = {2007},\n}\n\n

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@book{fryer_second_2007,\n\taddress = {Wellington, NZ},\n\ttitle = {Second language acquisition for {English}-medium secondary {Te} {Reo} {Māori} teachers evaluation of the {PD} pilot programme : report to the {Ministry} of {Education}},\n\tisbn = {978-0-478-13750-7},\n\tshorttitle = {Second language acquisition for {English}-medium secondary {Te} {Reo} {Māori} teachers evaluation of the {PD} pilot programme},\n\turl = {https://www.educationcounts.govt.nz/publications/maori/english-medium-education/16837},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VArchived by the National Library of New Zealand., \\$\\$Cgeneral\\_note\\$\\$VTitle from PDF cover (viewed on Jan. 24, 2007)., \\$\\$C general\\_note\\$\\$V Hypertext links contained in the archived instances of this title are non-functional., \\$\\$C general\\_note\\$\\$V "Rangahau Mātauranga Māori, Māori Education Research.", \\$\\$C general\\_note\\$\\$V "Mātauranga Māori, Wāhanga Mahi Rangahau, Research Division.", \\$\\$Cgeneral\\_note\\$\\$V"Research New Zealand"–Half t.p., \\$\\$Csystem\\_note\\$\\$VMode of access: World Wide Web.},\n\tlanguage = {eng},\n\turldate = {2016-07-29},\n\tpublisher = {Ministry of Education},\n\tauthor = {Fryer, K.},\n\tyear = {2007},\n\tkeywords = {Ako., High school teachers In-service training New Zealand Evaluation., Maori language Study and teaching (Secondary) New Zealand., Reo Māori.},\n}\n\n

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@phdthesis{stewart_kaupapa_2007,\n\ttitle = {Kaupapa {Māori} {Science}},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/2598},\n\tabstract = {This thesis investigates how Māori knowledge and language articulate with current discourses of Pūtaiao education, and possible alternative articulations. A Kaupapa Māori version of critical discourse analysis methodology is developed and applied to discourses relevant to Pūtaiao, or Māori-medium science education. This topic represents an intersection between language, science, education, and culture - fields which are all highly politically charged. Therefore, it is essential that a politically robust Kaupapa Māori position be taken in relation to the research topic. Not only the issues being investigated but the underlying research paradigm must be interrogated using Kaupapa Māori theory at each stage of the project. The goal is to study the range of possible meanings for the notions of ‘Pūtaiao' and ‘Māori science' by exploring the relevant dialectical issues, critiquing the assumptions and positions taken on language, knowledge, identity and ethos, in order to inform further Pūtaiao curriculum development. The research project is a narration of the larger story of Pūtaiao education: what is the current situation, how did it come about, what theoretical issues have been influential in this process, and what possibilities are there for further development of Pūtaiao curriculum and pedagogy? Each analysis takes the form of a narrative history, based on a selected corpus of previously published scholarship (in Wāhanga 1, including numerical data and oral tradition) on the issue under examination, from a Kaupapa Māori perspective. ii Mainly in the first two chapters, analysis at times also draws on ‘personal narrative' accounts of previously unpublished details relating to Pūtaiao. Additionally, an investigation of various qualified notions of ‘science' is undertaken, beginning in Wāhanga 2, concluding in Wāhanga 5, in order to explore the nature and boundaries of science as a system of knowledge, and its relationship to other types or systems of knowledge.},\n\tauthor = {Stewart, Georgina Marjorie},\n\tyear = {2007},\n\tkeywords = {Curriculum development, Kaupapa Maori Theory, Maori, Maori knowledge, Maori medium education, Maori perspectives, Matauranga Maori, Mathematics and Statistics curriculum, Mathematics education, National Certificate of Educational Achievement :, Science curriculum, Science education, Te Reo Maori curriculum, maori education},\n}\n\n

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\n This thesis investigates how Māori knowledge and language articulate with current discourses of Pūtaiao education, and possible alternative articulations. A Kaupapa Māori version of critical discourse analysis methodology is developed and applied to discourses relevant to Pūtaiao, or Māori-medium science education. This topic represents an intersection between language, science, education, and culture - fields which are all highly politically charged. Therefore, it is essential that a politically robust Kaupapa Māori position be taken in relation to the research topic. Not only the issues being investigated but the underlying research paradigm must be interrogated using Kaupapa Māori theory at each stage of the project. The goal is to study the range of possible meanings for the notions of ‘Pūtaiao' and ‘Māori science' by exploring the relevant dialectical issues, critiquing the assumptions and positions taken on language, knowledge, identity and ethos, in order to inform further Pūtaiao curriculum development. The research project is a narration of the larger story of Pūtaiao education: what is the current situation, how did it come about, what theoretical issues have been influential in this process, and what possibilities are there for further development of Pūtaiao curriculum and pedagogy? Each analysis takes the form of a narrative history, based on a selected corpus of previously published scholarship (in Wāhanga 1, including numerical data and oral tradition) on the issue under examination, from a Kaupapa Māori perspective. ii Mainly in the first two chapters, analysis at times also draws on ‘personal narrative' accounts of previously unpublished details relating to Pūtaiao. Additionally, an investigation of various qualified notions of ‘science' is undertaken, beginning in Wāhanga 2, concluding in Wāhanga 5, in order to explore the nature and boundaries of science as a system of knowledge, and its relationship to other types or systems of knowledge.\n

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@phdthesis{lewis_criterion_2007,\n\ttitle = {A criterion referenced analysis and evaluation of the processes involved in formulating a {Māori} language regeneration strategy for {Whakamārama} marae},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/2303},\n\tabstract = {The quality of the processes involved in language regeneration strategy formation is critical to the creation of an effective language regeneration strategy and this, in turn, is critical to the achievement of successful language regeneration outcomes. The overall aim of this research project was to evaluate, using a range of effectiveness criteria, the processes involved in the creation of a marae-based te reo Māori regeneration strategy in the hope that others involved in similar projects in the future would benefit and in the hope that the Whakamārama whānau will themselves derive benefit from it in reviewing what has already been achieved. In Chapter 1, the background to the research project and its rationale are outlined and the research questions and research methods are introduced. Chapter 2 provides a critical review of selected literature in the area of strategic planning aspects of language regeneration and relevant aspects of mātauranga Māori. Using an ethnographic approach, the processes and immediate outcomes (in terms of a survey report and a regeneration plan for Whakamārama marae) of the language regeneration project are outlined in Chapter 3. In Chapter 4, effectiveness criteria are derived on the basis of the literature review in Chapter 2. These include criteria relating to leadership, participation, Kaupapa Māori values, environmental analysis and outcomes. The criteria are then applied to the analysis and evaluation of the processes and outcomes outlined in Chapter 3 in order to identify their strengths and weaknesses. The overall conclusion is that Whakamārama's language regeneration activities to date can be regarded as successful in many ways, including the fact that they have resulted in the production of high quality documentation that is widely appreciated by the whānau in the form of a marae- based language survey and a marae-based te reo Māori regeneration plan. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination, in addition to the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which resulted in a build up of work at a number of stages. This, in turn,lead to delays in producing outcomes and some loss of momentum. It also led, indirectly, to the views of two or three members of the core group being over- represented in the reo plan goals. The information and analysis provided here have relevance to any language community involved in micro-level language regeneration activities of a similar type. It is hoped therefore that this thesis may help others to not only avoid the problems experienced by the Whakamārama whānau but also to benefit from their successes.},\n\tauthor = {Lewis, Roger Brian},\n\tyear = {2007},\n\tnote = {primary},\n}\n\n

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@article{hermes_moving_2007,\n\ttitle = {Moving {Toward} the {Language}: {Reflections} on {Teaching} in an {Indigenous}-{Immersion} {School}},\n\tvolume = {46},\n\tissn = {00218731},\n\turl = {http://jaie.asu.edu/v46/46_3_ 2007 5 Hermes.pdf},\n\tabstract = {A powerful tool for creating culture while at the same time, a cognitively rigorous exercise, Indigenous-language immersion could be a key for producing both language fluency and academic success in culture-based schools. Drawing on seven years of critical ethnographic research at Ojibwe schools in Minnesota and Wisconsin, this researcher suggests Indigenous schools consider shifting from a culture-based curriculum to teaching culture through the Indigenous language. In this article, the researcher chronicles her thinking that led to direct involvement in the founding of an Ojibwe language-immersion school. Reflecting on one year of co-teaching, some of the successes and challenges of teaching in a new immersion school are articulated},\n\tnumber = {3},\n\tjournal = {Journal of American Indian Education},\n\tauthor = {Hermes, Mary},\n\tyear = {2007},\n\tpages = {54--71},\n}\n\n

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@article{edwards_language_2007,\n\ttitle = {Language {Revitalization} and its {Discontents}: {An} essay and review of {Saving} languages: {An} introduction to language revitalization},\n\tvolume = {10},\n\tissn = {1481-868X},\n\turl = {http://ojs.vre.upei.ca/index.php/cjalupei/article/view/260},\n\tabstract = {Endangered languages are of obvious interest to linguists, and it is remarkable that recent levels of concern have shown that many of them are more or less committed to doing something to stemlinguistic decline. This is a change from earlier hands-off postures that traditionally held it to be neither appropriate nor feasible to intervene in the social life of language; the work of academies, for example, was regularly interpreted as psychologically understandable but lin- guistically naïve. The older view remains, however, more correct than many modern commentatorswould have us believe. This is because the newer “eco- logical” stance generally persists in discussing language as if it were almost a freestanding matter that could and would respond to focused intervention. This is plainly not the case. Wholesale social reworking is too revolutionary formodern ecolinguists; rather, only some selected adjustments are wanted— but this has generally proved unworkable. To intervene on behalf of a threat- ened minority language, for instance, while leaving intact all the other aspects of social evolution that link the community in desired and desirable ways with the wider world, has generally resulted in failure},\n\tjournal = {Canadian Journal of Applied Linguistics (CJAL)/Revue canadienne de linguistique appliquée (RCLA)},\n\tauthor = {Edwards, John},\n\tyear = {2007},\n\tpages = {101--120},\n}\n\n

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@article{macfarlane_creating_2007,\n\ttitle = {Creating culturally-safe schools for {Māori} students},\n\tvolume = {36},\n\tissn = {1326-0111},\n\turl = {http://www.educationalleaders.govt.nz/Leading-change/Manaakitanga-Leading-with-moral-purpose/Creating-culturally-safe-schools-for-Maori-students},\n\tabstract = {In order to better understand the present trends in New Zealand's schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Ma- ori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Ma- ori students, and discusses the importance of creating culturally-safe schools – places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Ma- ori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Ma- ori students},\n\tjournal = {The Australian Journal of Indigenous Education},\n\tauthor = {Macfarlane, Angus and Glynn, T E D and Cavanagh, T O M and Bateman, Sonja},\n\tyear = {2007},\n\tpmid = {165475},\n\tpages = {65--76},\n}\n\n

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@article{watson_language_2007,\n\ttitle = {Language, education and ethnicity: {Whose} rights will prevail in an age of globalisation?},\n\tvolume = {27},\n\tissn = {07380593},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0738059306001441},\n\tdoi = {10.1016/j.ijedudev.2006.10.015},\n\tnumber = {3},\n\tjournal = {International Journal of Educational Development},\n\tauthor = {Watson, Keith},\n\tmonth = may,\n\tyear = {2007},\n\tpages = {252--265},\n}\n\n

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@article{warner_ethics_2007,\n\ttitle = {Ethics and {Revitalization} of {Dormant} {Languages}: {The} {Mutsun} {Language}},\n\tvolume = {1},\n\tissn = {0898929X},\n\turl = {http://scholarspace.manoa.hawaii.edu/bitstream/handle/10125/1727/warner.pdf;jsessionid=9B8BA25DFA5E129F6BAAEF7ADF2FA3B6},\n\tdoi = {10.1162/jocn.2010.21424</p>},\n\tabstract = {Language revitalization (either increasing the use of an endangered language or bringing back a language with no speakers) brings up many ethical issues, beginning with whether it is even legitimate to attempt such revitalization. Language communities and linguists must address these issues if revitalization is to succeed in any of its goals. In this paper, we discuss the ethical issues we have encountered and the choices we have made about them during revitalization work with the Mutsun language (a dormant Costanoan language of California). We argue that language revitalization is a useful and legitimate application of linguistic knowledge},\n\tnumber = {1},\n\tjournal = {Language Documentation \\& Conservation},\n\tauthor = {Warner, Natasha and Luna, Quirina and Butler, Lynnika},\n\tyear = {2007},\n\tpages = {58--76},\n}\n\n

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@article{glynn_indigeneity_2007,\n\ttitle = {Indigeneity, media and cultural globalization {The} {Case} of {Mataku}, or the {Maori} {X}-{Files}},\n\tvolume = {10},\n\turl = {http://ics.sagepub.com/content/10/2/205.short},\n\tnumber = {2},\n\turldate = {2015-12-21},\n\tjournal = {International Journal of Cultural Studies},\n\tauthor = {Glynn, Kevin and Tyson, A. F.},\n\tyear = {2007},\n\tpages = {205--224},\n}\n\n

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@article{hook_future_2007,\n\ttitle = {A future for {Māori} education {Part} {II}: {The} reintegration of culture and education},\n\tvolume = {1},\n\tshorttitle = {A future for {Māori} education {Part} {II}},\n\turl = {http://www.review.mai.ac.nz/index.php/MR/article/viewArticle/22},\n\tabstract = {Education of the individual is of fundamental importance to the future of the Māori people in their determination to secure for themselves an economic future that removes them from the bottom of the socioeconomic ladder. In two papers dedicated to the advancement of Māori education, poor educational performance and marginal economic success by Māori is attributed, in large part, to the imposition of culturally inappropriate Eurocentric expectations on the minority, resulting in identity loss and disengagement within the schools and universities. For Māori, the resurgent propagation of only one culture by government and cultural hegemony by the majority has resulted in social dichotomy. Māori culture has been marginalized and a monoculture now prevails driven by the determination of government to eliminate all race-based programs from the government agenda. Education and culture are inextricably interwoven and their dissociation from each other has been culturally detrimental. With the attempts by mainstream to impose Eurocentric cultural values and education on Māori, a dissociation of education from culture became inevitable. While a European education was needed to function in a Eurocentric society the end result, descriptive of all indigenous people emerging from colonization, has been one of disillusionment and disengagement. In this paper the concept of reintegration of Māori education with Māori culture is introduced, and for this to occur three major new initiatives are recommended. First, Māori culture must be reinforced, rebuilt, re-established, and refurbished; this can only be done through the development of culturally appropriate educational programs promoted and delivered within the marae environment. Second, Māori need to assume the teaching of secondary school education to their children within Māori Wānanga that will allow seamless education for all Māori children from the beginning of secondary all the way through to the bachelor degree end of tertiary education; this may reduce disengagement and subsequent drop out of Māori from education, as well as reduction in their suspension rates. Third, a National Māori University should be established that will allow the development of Māori scholarship to the highest international levels, but within a Māori environment. A National Māori University will also assist Māori focus beyond national boundaries as they learn to integrate with, and actively contribute to, the emerging global society.},\n\turldate = {2015-12-21},\n\tjournal = {Mai Review},\n\tauthor = {Hook, G. Raumati},\n\tyear = {2007},\n\tpages = {1--17},\n}\n\n

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@article{meek_respecting_2007,\n\ttitle = {Respecting the {Language} of {Elders}: {Ideological} {Shift} and {Linguistic} {Discontinuity} in a {Northern} {Athapascan} {Community}},\n\tvolume = {17},\n\tissn = {1548-1395},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1525/jlin.2007.17.1.23/abstract},\n\tdoi = {10.1525/jlin.2007.17.1.23.23},\n\tabstract = {This article examines an ideological shift related to and affecting language shift, focusing especially on children's experiences. I show that while elders retained their status as intel- lectual authorities responsible for passing their knowledge on to younger community mem- bers, their knowledge became limited to practices conceptualized as “traditionally Kaska,” of which language was an integral part. As a result, the acquisition of Kaska became sub- ject to the same social practices that organized other forms of “traditional indigenous” or specialized knowledge such that speaking Kaska became the domain of elders. Children's and youth's commentary and practices articulated and solidified this ideological transformation},\n\tnumber = {1},\n\tjournal = {Journal of Linguistic Anthropology},\n\tauthor = {Meek, Barbra A},\n\tyear = {2007},\n\tkeywords = {American Indians, North America, age, revitalization, socialization},\n\tpages = {23--43},\n}\n\n

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@article{maclagan_aspiration_2007,\n\ttitle = {Aspiration of {Plosives} in {Maori}: {Change} {Over} {Time}},\n\tvolume = {27},\n\tshorttitle = {Aspiration of {Plosives} in {Maori}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/07268600601172983},\n\tabstract = {Maori is the language of the indigenous people of New Zealand. Traditionally the Maori plosive consonants are regarded as unaspirated, in contrast to English voiceless plosives which are strongly aspirated in initial position. This paper traces the increase in aspiration in Maori plosives over time by analysing the Maori and English plosive consonants of three speakers born over a span of nearly 100 years. It shows that both the number of aspirated plosives and the degree of aspiration (measured by VOT) have increased from the oldest speaker (born in 1885) to the youngest speaker (born in 1972) in both languages. There may be some language internal factors at work, but influence from English is a likely cause for this change. The youngest speaker was born before the Maori language revitalization programme was established. The results provide a snapshot of the pronunciation of Maori stops before the development of the kohanga reo revitalization movement (Maori language nests) in 1982. Adapted from the source document},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Australian Journal of Linguistics},\n\tauthor = {Maclagan, Margaret and King, Jeanette},\n\tyear = {2007},\n\tkeywords = {Aspiration, Descriptive Linguistics, Diachronic Linguistics, New Zealand English, Polynesian Languages, Sound Change, Stops (84300), Voice Onset Time (Vot), language contact},\n\tpages = {81--96},\n}\n\n

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@article{poihipi_impact_2007,\n\ttitle = {The impact of {Māori} {Television} on being {Māori}: {A} geographical approach},\n\tvolume = {1},\n\tshorttitle = {The impact of {Māori} {Television} on being {Māori}},\n\turl = {http://review.mai.ac.nz/index.php/MR/article/viewArticle/37},\n\tabstract = {This study's objective was to examine the influence of Māori Television on a sample of Māori women living in Dunedin. Given Dunedin’s small Māori population, the research sought to determine how these women perceived Māori TV. Was it useful in linking them with Te Ao Māori? A qualitative analysis was undertaken. Results indicate that Māori Television has had an overwhelmingly positive impact on its Dunedin Māori women viewers. This study's conclusions indicate Māori TV is a counterbalance to mainstream representations of Māori, it recognises and celebrates iwi Māori diversity, it is a positive medium for Māori and it connects Māori with Te Ao Māori.},\n\turldate = {2016-02-01},\n\tjournal = {MAI Review},\n\tauthor = {Poihipi, Vanessa},\n\tyear = {2007},\n\tpages = {1--21},\n}\n\n

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\n \n\n \n \n \n \n \n Education - it's a whanau thing.\n \n \n \n\n\n \n \n\n\n \n\n\n\n . 2007.\n \n\n\n\n
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@article{noauthor_education_2007,\n\ttitle = {Education - it's a whanau thing},\n\tissn = {0111-1582},\n\tabstract = {Features Te Kopae Piripono, Taranaki's only Maori immersion early childhood centre, in New Plymouth. Highlights its strong emphasis on whanau support and involvement. Notes that this often benefits the grandparents and parents as much as the children. Relates how a grandmother remained involved even after her mokopuna moved on and was motivated to train as an early childhood teacher herself and how bringing his daughter to the school helped the father reconnect with te reo.},\n\tlanguage = {eng},\n\tyear = {2007},\n\tkeywords = {Early Childhood Education, Healey, Māori (New Zealand People) - Education, Shelton, Social Participation, Whānau},\n}\n\n

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@article{timms_whaia_2007,\n\ttitle = {Whāia te māramatanga: {Māori} language revitalisation and tertiary education in {Te} {Ika} ā {Maui} and {Te} {Wai} {Pounamu}},\n\tvolume = {1},\n\turl = {http://ojs.review.mai.ac.nz/index.php/MR/article/view/26},\n\tabstract = {This paper explores the relationship between Indigenous language revitalisation and tertiary education in Te Ika ā Maui (the North Island of New Zealand) and Te Wai Pounamu (the South Island of New Zealand). It discusses the relative developments, motivations and strengths of two tertiary educational institutions, Te Tumu, School of Māori, Pacific and Indigenous Studies at the University of Otago in Dunedin, and Te Wānanga-o-Raukawa in Ōtaki},\n\tjournal = {MAI Review},\n\tauthor = {Timms, Catriona E},\n\tyear = {2007},\n\tkeywords = {Education, Māori Language, kaupapa māori, māori studies, tertiary education},\n\tpages = {1--12},\n}\n\n

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@phdthesis{gallegos_paradigms_2007,\n\ttitle = {Paradigms on {Indigenous} {Language} {Revitalisation}: {The} case of te reo {Māori} in {Aotearoa} {New} {Zealand} and {Mapudungun} in {Chile}},\n\tauthor = {Gallegos, Carina},\n\tyear = {2007},\n}\n\n

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@article{cantoni_stabilizing_2007,\n\ttitle = {Stabilizing {Indigenous} {Languages}},\n\tissn = {07908318},\n\tjournal = {Education},\n\tauthor = {Cantoni, Gina and Mellott, Ramona and Raines, Peggy and Heiser, Dick and Mclean, Gary},\n\tyear = {2007},\n}\n\n

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\n \n\n \n \n \n \n \n \n Indigenous Language Usage in a Digital Library: He Hautoa Kia Ora Tonu Ai.\n \n \n \n \n\n\n \n Keegan, T. T.\n\n\n \n\n\n\n Ph.D. Thesis, 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Indigenous$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{keegan_indigenous_2007,\n\ttitle = {Indigenous {Language} {Usage} in a {Digital} {Library}: {He} {Hautoa} {Kia} {Ora} {Tonu} {Ai}},\n\turl = {http://www.cs.waikato.ac.nz/ tetaka/PDF/He Hautoa.pdf},\n\tabstract = {The research described in this thesis examines indigenous language usage in a digital library environment that has been accessed via the Internet. By examining discretionary use of the Māori Niupepa and Hawaiian Nūpepa digital libraries this research investigates how indigenous languages were used in these electronic environments in 2005. The results provide encouragement and optimism to people who are striving to retain, revitalise and develop the use of indigenous languages in information technologies. The Transaction Log Analysis (TLA) methods used in this research serve as an example of how web logs can be used to provide significant information about language usage in a bilingual online information system. Combining the TLA with user feedback has provided insights into how and why clients use indigenous languages in their information retrieval activities. These insights in turn, show good practice that is relevant not only to those working with indigenous languages, indigenous peoples or multilingual environments, but to all information technology designers who strive for universal usability. This thesis begins by describing the importance of using indigenous languages in electronic environments and suggests that digital libraries can provide an environment to support and encourage the use of such languages. TLA is explained in the context of this study and is then used to analyse aspects of te reo Māori usage in the Niupepa digital library environment in 2005. TLA also indicates that te reo Māori was used by international clients and this usage differed to te reo Māori usage by national (Aotearoa) clients. Findings further reveal that the default language setting of the Niupepa digital library had a considerable impact on te reo Māori usage. When the default language was set to te reo Māori not only were there more requests in te reo Māori but there was also a higher usage of te reo Māori in the information retrieval activities. TLA of the Hawaiian Nūpepa digital library indicated that the Hawaiian language was also used in a digital library. These results confirm that indigenous languages were used in digital library environments. Feedback from clients suggests reasons why indigenous languages were used in this environment. These reasons include the indigenous language content of the digital library, the indigenous language default language setting of the digital library and a stated desire by the clients to use the indigenous language. The key findings raise some interface design issues and support the claim that digital libraries can provide an environment to support the use of indigenous languages.},\n\tauthor = {Keegan, Te Taka},\n\tyear = {2007},\n\tkeywords = {Computer networks, Digital Libraries, Electronic libraries, Electronic publishing, Feedback, Hawaii, Indigenous Populations, Information and communications technology, Language skills, Te reo Maori, WeIb services, nternet},\n}\n\n

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\n \n\n \n \n \n \n \n The role of libraries and archival collections in the preservation and revitalisation of indigenous knowledge : the case of revitalisation of te reo Māori.\n \n \n \n\n\n \n Johnston, L.\n\n\n \n\n\n\n . 2007.\n \n\n\n\n
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@article{johnston_role_2007,\n\ttitle = {The role of libraries and archival collections in the preservation and revitalisation of indigenous knowledge : the case of revitalisation of te reo {Māori}},\n\tissn = {1177-3316},\n\tshorttitle = {The role of libraries and archival collections in the preservation and revitalisation of indigenous knowledge},\n\tabstract = {Provides an historical background of the development of te reo as a written language, and a discussion of literature. Looks at the results of a brief survey of several libraries and an archival collection to gauge the current status of holdings of material in te reo, and how well (or how badly) these materials are promoted and used.},\n\tlanguage = {eng},\n\tauthor = {Johnston, Lorraine},\n\tyear = {2007},\n\tkeywords = {Library Science, Manuscripts, Maori, Maori (New Zealand People) And Libraries, Maori (New Zealand People) – Language, Maori (New Zealand People) – Library Resources, Maori Literature, Reo Māori},\n}\n\n

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@article{mita_maori_2007,\n\ttitle = {Mäori {Language} {Revitalization}: {A} {Vision} for the {Future}},\n\tvolume = {30},\n\tissn = {0710-1481},\n\tshorttitle = {Mäori {Language} {Revitalization}},\n\tabstract = {The Te Kohanga Reo (Language Nests) programs, initiated in Aotearoa/New Zealand in 1982, are perhaps the best known international example of Indigenous early childhood language and culture revitalization efforts. From an academic perspective, the author explores the philosophical principles and foundations of the Te Kohanga Reo movement as well as the challenges and successes of one such program based in Rotorua. [PUBLICATION ]},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Canadian Journal of Native Education},\n\tauthor = {Mita, Deslie},\n\tyear = {2007},\n\tkeywords = {Child Discipline, Children \\& Youth, Cultural Values, Decision Making, English Language, Preschool Children},\n\tpages = {101--107,190},\n}\n\n

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\n \n\n \n \n \n \n \n Eke ki runga i te waka: The use of dominant metaphors by newly-fluent Māori speakers in historical perspective.\n \n \n \n\n\n \n King, J. M.\n\n\n \n\n\n\n Ph.D. Thesis, 2007.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{king_eke_2007,\n\ttitle = {Eke ki runga i te waka: {The} use of dominant metaphors by newly-fluent {Māori} speakers in historical perspective},\n\tauthor = {King, Jeanette Margaret},\n\tyear = {2007},\n\tkeywords = {Language, Language revitalisation, Linguistics, Maori, Maori Culture, Maori history, Maori language, Second Language Learning, Te reo Maori, Teachers},\n}\n\n

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@book{carina._gallegos_paradigms_2007,\n\ttitle = {Paradigms on indigenous language revitalisation : the case of te reo {Maori} in {Aotearoa} {New} {Zealand} and {Mapudungun} in {Chile} : a thesis submitted to the {Victoria} {University} of {Wellington} in partial fulfilment of the requirements for the degree of {Master} of {Development} {Studies}},\n\tshorttitle = {Paradigms on indigenous language revitalisation},\n\tabstract = {The existence of systems of indigenous knowledge depend greatly on the existence of indigenous languages. Processes of language revitalisation seek to uphold indigenous knowledge by restoring endangered indigenous languages. Historical processes of colonisation and globalisation in Chile and Aotearoa New Zealand have impacted and threatened each country's indigenous language. This dissertation describes language revitalisation processes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile in order to further understand the implications of language on effectively revitalising indigenous culture and knowledge. The research and analysis presented implements comparative methodology through the use of case studies, direct observations, primary and secondary data sources. In an effort to evaluate and compare outcomes of indigenous language revitalisation schemes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile, this thesis focuses on case studies in the context of how education programmes in each country approach indigenous language revitalisation.},\n\tlanguage = {eng},\n\tpublisher = {Thesis MDevStud–Victoria University of Wellington},\n\tauthor = {{Carina. Gallegos}},\n\tyear = {2007},\n\tkeywords = {Language and culture., Language revival Case studies., Language revival Chile., Language revival New Zealand., Maori language Revival., Mapuche language Revival., Reo Māori.},\n}\n\n

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\n \n 2006\n \n \n (55)\n \n \n

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\n \n\n \n \n \n \n \n Tales of the Māori bush.\n \n \n \n\n\n \n Cowan, J.\n\n\n \n\n\n\n Reed, Auckland [N.Z.], 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{cowan_tales_2006,\n\taddress = {Auckland [N.Z.]},\n\ttitle = {Tales of the {Māori} bush},\n\tisbn = {978-0-7900-1063-2},\n\tpublisher = {Reed},\n\tauthor = {Cowan, James},\n\tyear = {2006},\n}\n\n

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\n \n\n \n \n \n \n \n The rough guide to Māori New Zealand : discover the land and the people of Aotearoa.\n \n \n \n\n\n \n Rough Guides (Firm), P.; and Whitfield\n\n\n \n\n\n\n Rough Guides,, [London] :, 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{rough_guides_firm_rough_2006,\n\taddress = {[London] :},\n\ttitle = {The rough guide to {Māori} {New} {Zealand} : discover the land and the people of {Aotearoa}},\n\tisbn = {978-1-84353-597-3},\n\tshorttitle = {The rough guide to {Māori} {New} {Zealand}},\n\tpublisher = {Rough Guides,},\n\tauthor = {Rough Guides (Firm), Paul. and Whitfield},\n\tyear = {2006},\n}\n\n

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\n \n\n \n \n \n \n \n Te Oranga o te Reo Māori 2006. The Health of the Māori Language in 2006.\n \n \n \n\n\n \n Te Puni Kōkiri\n\n\n \n\n\n\n Technical Report 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{te_puni_kokiri_te_2006,\n\ttitle = {Te {Oranga} o te {Reo} {Māori} 2006. {The} {Health} of the {Māori} {Language} in 2006},\n\tauthor = {{Te Puni Kōkiri}},\n\tyear = {2006},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Mā Te Reo Evaluation Report.\n \n \n \n\n\n \n Te Taura Whiri i te Reo Māori\n\n\n \n\n\n\n Technical Report 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{te_taura_whiri_i_te_reo_maori_ma_2006,\n\ttitle = {Mā {Te} {Reo} {Evaluation} {Report}},\n\tauthor = {{Te Taura Whiri i te Reo Māori}},\n\tyear = {2006},\n}\n\n

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\n \n\n \n \n \n \n \n \n Addressing the Context and Complexity of Indigenous Language Revitalization.\n \n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n Journal of Language, Identity, and Education, 5(4): 301–308. 2006.\n primary\n\n\n\n
\n\n\n\n \n \n $\"Addressing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{may_addressing_2006,\n\ttitle = {Addressing the {Context} and {Complexity} of {Indigenous} {Language} {Revitalization}},\n\tvolume = {5},\n\tcopyright = {Access incurs a cost},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/537},\n\tdoi = {10.1207/s15327701jlie0504_3},\n\tabstract = {[A response to Nancy Hornberger's "Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts," Journal of Language, Identity, and Education, 2006, 5, 4, 277-292.] This response discusses six key themes that emerge, either explicitly or implicitly, from Nancy Hornberger's exemplary analysis of the challenges facing indigenous language revitalization initiatives, particularly as they are currently expressed and implemented in three key indigenous language education contexts - Quechua in the South American Andes; Guarani in Paraguay and Maori in Aotearoa/New Zealand. These themes include, first, the importance of recognizing the wider social and political contexts within which indigenous revitalization initiatives are invariably situated. Second, it requires a related recognition of the internationalism of these initiatives. Third, any academic analysis of indigenous language revitalization requires, or at least must benefit from, an interdisciplinary approach, as exemplified by Hornberger's own analysis. Fourth, Hornberger's continua of biliteracy provides a sufficiently robust framework to explore the complexities and interrelationships inevitably involved in the articulation of language revitalization efforts, as well as how individuals and groups are situated in relation to those efforts. Fifth, the ongoing challenges and tensions inherent in indigenous language revitalization efforts need to continue to be discussed candidly, in order for them to be seriously addressed and, where possible, resolved. And finally, the importance of recognizing and including the voices of those centrally involved in these initiatives, as Hornberger again does, is a crucial feature, as well as a reflection of the inclusive, emancipatory aims of indigenous language revitalization itself. Adapted from the source document},\n\tlanguage = {eng},\n\tnumber = {4},\n\tjournal = {Journal of Language, Identity, and Education},\n\tauthor = {May, Stephen},\n\tyear = {2006},\n\tnote = {primary},\n\tkeywords = {Applied Linguistics, Article, Bilingual Education, Bilingualism, Indigenous languages, Language Planning, Language Policy, New Zealand, Polynesian Languages, Social Factors, language revitalization},\n\tpages = {301--308},\n}\n\n

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\n \n\n \n \n \n \n \n \n The particle ai in New Zealand Māori.\n \n \n \n \n\n\n \n Hunter, I.\n\n\n \n\n\n\n Ph.D. Thesis, Auckland University, 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{hunter_particle_2006,\n\ttitle = {The particle ai in {New} {Zealand} {Māori}},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/343},\n\tabstract = {This study looked at the functions and uses of the problematic particle ai in New Zealand Māori. Ai is described primarily as a verbal particle. It appears in a number of seemingly disparate constructions, has no parallel in English, and there has never been a satisfactory explanation of all its uses. The data consists of a large corpus of sentences containing ai that were extracted from selected texts written by native speakers from as early as the 19th Century up until 2005. Sentences were also solicited from fluent speakers. Analysis of the data and discussions with native speakers led to the conclusion that ai exists as two distinct particles, which were labelled habitual ai, and anaphoric ai. Habitual ai is a verbal marker that confers habitual aspect on its verb. It was found that it is mainly used by speakers from the Eastern regions of the North Island. Anaphoric ai refers back to some element earlier in the discourse. It has two forms, labelled resumptive ai and resultative ai. Resumptive ai is an anaphoric pro-form that resumes a specific noun phrase in its clause. It was found to have a grammatical function. When resumptive ai was deleted from its clause consultants judged the results ill-formed. An example of a construction with resumptive ai is a sentence with an adverbial of reason located before the verb. Resultative ai locates its clause in prior discourse, making a causal link between its clause and the prior element. It was found to have a mainly lexical function. When resultative ai was deleted from its clause consultants judged that the meaning had altered and that the causal link was weakened or lost. An example of a construction with resultative ai is a purpose clause which follows an action that has been carried out for that specific purpose. This thesis provides a unified explanation for all uses of ai. It also accounts for previously unexplained appearances, by showing that one form of ai may occur in environments restricted to another. Its appearance in non-verbal phrases are accounted for, and observations have been made about changes in its use over time},\n\tschool = {Auckland University},\n\tauthor = {Hunter, Ian},\n\tyear = {2006},\n}\n\n

\n\n\n

\n This study looked at the functions and uses of the problematic particle ai in New Zealand Māori. Ai is described primarily as a verbal particle. It appears in a number of seemingly disparate constructions, has no parallel in English, and there has never been a satisfactory explanation of all its uses. The data consists of a large corpus of sentences containing ai that were extracted from selected texts written by native speakers from as early as the 19th Century up until 2005. Sentences were also solicited from fluent speakers. Analysis of the data and discussions with native speakers led to the conclusion that ai exists as two distinct particles, which were labelled habitual ai, and anaphoric ai. Habitual ai is a verbal marker that confers habitual aspect on its verb. It was found that it is mainly used by speakers from the Eastern regions of the North Island. Anaphoric ai refers back to some element earlier in the discourse. It has two forms, labelled resumptive ai and resultative ai. Resumptive ai is an anaphoric pro-form that resumes a specific noun phrase in its clause. It was found to have a grammatical function. When resumptive ai was deleted from its clause consultants judged the results ill-formed. An example of a construction with resumptive ai is a sentence with an adverbial of reason located before the verb. Resultative ai locates its clause in prior discourse, making a causal link between its clause and the prior element. It was found to have a mainly lexical function. When resultative ai was deleted from its clause consultants judged that the meaning had altered and that the causal link was weakened or lost. An example of a construction with resultative ai is a purpose clause which follows an action that has been carried out for that specific purpose. This thesis provides a unified explanation for all uses of ai. It also accounts for previously unexplained appearances, by showing that one form of ai may occur in environments restricted to another. Its appearance in non-verbal phrases are accounted for, and observations have been made about changes in its use over time\n

\n\n\n

\n \n\n \n \n \n \n \n \n An ‘inclusive’ society: a ‘leap forward’ for Māori in New Zealand?.\n \n \n \n \n\n\n \n Humpage, L.\n\n\n \n\n\n\n Critical Social Policy, 26(1): 220–242. February 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"An$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{humpage_inclusive_2006,\n\ttitle = {An ‘inclusive’ society: a ‘leap forward’ for {Māori} in {New} {Zealand}?},\n\tvolume = {26},\n\tissn = {0261-0183, 1461-703X},\n\tshorttitle = {An ‘inclusive’ society},\n\turl = {http://csp.sagepub.com/content/26/1/220},\n\tdoi = {10.1177/0261018306059773},\n\tabstract = {Existing literature, which has emerged largely from Europe and Britain, suggests that the concepts of social exclusion and inclusion are fundamentally limited when accounting for ‘difference’. This paper extends this literature by considering the way in which a social exclusion/inclusion discourse has played out in a ‘white settler’ society where the ‘difference’ embodied by the highly ‘excluded’ indigenous population is a central concern for social policy. The paper argues that the goal of an ‘inclusive society’, which has framed New Zealand social policy since 1999, promotes an equal opportunity approach that sits in tension with the specific needs and rights of MØaori as indigenous peoples and partners in the 1840 Treaty of Waitangi. The ambiguous consequences of this goal highlight the need for settler societies to develop policy that reflects their own socio-political circumstances, rather than simply adopt policy discourses that are popular internationally.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2015-12-22},\n\tjournal = {Critical Social Policy},\n\tauthor = {Humpage, Louise},\n\tmonth = feb,\n\tyear = {2006},\n\tkeywords = {Social Policy, indigenous rights, politics of difference, social exclusion/inclusion},\n\tpages = {220--242},\n}\n\n

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\n \n\n \n \n \n \n \n \n Communicative Language Teaching Today.\n \n \n \n \n\n\n \n Richards, J. C\n\n\n \n\n\n\n 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Communicative$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@book{richards_communicative_2006,\n\ttitle = {Communicative {Language} {Teaching} {Today}},\n\tisbn = {978-0-521-92512-9},\n\turl = {http://www.cambridge.org/elt/teacher-support/pdf/Richards-Communicative-Language.pdf},\n\tabstract = {Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. Discussion focusses on goals and methods.},\n\turldate = {2016-02-08},\n\tauthor = {Richards, Jack C},\n\tyear = {2006},\n\tpmid = {1937559},\n\tkeywords = {Language Planning},\n}\n\n

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\n \n\n \n \n \n \n \n Strategic Plan for the Revitalisation of Te Reo o Ngāti Kahungunu 2006-2027. He Mahere Rautaki Hai Haumanu i Te Reo o Ngāti Kahungunu 2006-2027.\n \n \n \n\n\n \n Te Rūnanga o Ngāti Kahungunu\n\n\n \n\n\n\n Technical Report 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{te_runanga_o_ngati_kahungunu_strategic_2006,\n\ttitle = {Strategic {Plan} for the {Revitalisation} of {Te} {Reo} o {Ngāti} {Kahungunu} 2006-2027. {He} {Mahere} {Rautaki} {Hai} {Haumanu} i {Te} {Reo} o {Ngāti} {Kahungunu} 2006-2027},\n\tauthor = {{Te Rūnanga o Ngāti Kahungunu}},\n\tyear = {2006},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n Language, Matauranga Maori... and Technology?.\n \n \n \n \n\n\n \n Selby, M.; and others\n\n\n \n\n\n\n He Puna Korero: Journal of Maori and Pacific Development, 7(2): 79. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Language,$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{selby_language_2006,\n\ttitle = {Language, {Matauranga} {Maori}... and {Technology}?},\n\tvolume = {7},\n\turl = {http://search.informit.com.au/documentSummary;dn=789776526497569;res=IELHSS},\n\tabstract = {In this paper, I report on a research project involving the creation of an e-learning environment for the teaching and learning of an aspect of te reo Maori, that is the preparation of mihi. It was found that learning in the context of an e-learning environment in which anonymity was assured, learners could learn in their own spaces and at their own pace and there was no pressure to perform in front of peers and tutors had the potential to reduce the potentially negative effects of whakama},\n\tnumber = {2},\n\turldate = {2015-12-21},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Selby, Mereana and {others}},\n\tyear = {2006},\n\tkeywords = {Computer-assisted instruction, Language and languages–Computer network resources, Maori (New Zealand people)–Education, Maori language–Study and teaching},\n\tpages = {79},\n}\n\n

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\n \n\n \n \n \n \n \n \n Planning for the survival of linguistic diversity.\n \n \n \n \n\n\n \n Romaine, S.\n\n\n \n\n\n\n Language Policy, 5(4): 443–475. October 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Planning$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{romaine_planning_2006,\n\ttitle = {Planning for the survival of linguistic diversity},\n\tvolume = {5},\n\tissn = {1568-4555},\n\turl = {http://link.springer.com/10.1007/s10993-006-9034-3},\n\tdoi = {10.1007/s10993-006-9034-3},\n\tnumber = {4},\n\tjournal = {Language Policy},\n\tauthor = {Romaine, Suzanne},\n\tmonth = oct,\n\tyear = {2006},\n\tkeywords = {diglossia, intergenerational transmission, language revitalization},\n\tpages = {443--475},\n}\n\n

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\n \n\n \n \n \n \n \n \n On Language Management in Multinational Companies in the Czech Republic.\n \n \n \n \n\n\n \n Nekvapil, J.; and Nekula, M.\n\n\n \n\n\n\n Current Issues in Language Planning, 7(2-3): 307–327. May 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"On$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{nekvapil_language_2006,\n\ttitle = {On {Language} {Management} in {Multinational} {Companies} in the {Czech} {Republic}},\n\tvolume = {7},\n\tissn = {1466-4208},\n\turl = {http://www.tandfonline.com/doi/abs/10.2167/cilp100.0},\n\tdoi = {10.2167/cilp100.0},\n\tnumber = {2-3},\n\tjournal = {Current Issues in Language Planning},\n\tauthor = {Nekvapil, Jiří and Nekula, Marek},\n\tmonth = may,\n\tyear = {2006},\n\tpages = {307--327},\n}\n\n

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\n \n\n \n \n \n \n \n \"My father didn't let them have me\": colonialism and the extended family, Whanau, in Patricia Grace's Cousins and Baby No-Eyes.\n \n \n \n\n\n \n Kuokkanen, R.\n\n\n \n\n\n\n ARIEL, 37(4): 45. 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{kuokkanen_my_2006,\n\ttitle = {"{My} father didn't let them have me": colonialism and the extended family, {Whanau}, in {Patricia} {Grace}'s {Cousins} and {Baby} {No}-{Eyes}},\n\tvolume = {37},\n\tissn = {0004-1327},\n\tshorttitle = {"{My} father didn't let them have me"},\n\tlanguage = {English},\n\tnumber = {4},\n\tjournal = {ARIEL},\n\tauthor = {Kuokkanen, Rauna},\n\tyear = {2006},\n\tkeywords = {8NEWZ, Colonialism–Analysis, Colonialism–Social aspects, Cousins (Novel), Criticism and interpretation, Family relations–Analysis, Family relations–Social aspects, Grace, Maoris–Family, New Zealand, Patricia, Works, Writers–Criticism and interpretation, Writers–Works},\n\tpages = {45},\n}\n\n

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\n \n\n \n \n \n \n \n \n Honoring Our Own: Rethinking Indigenous Languages and Literacy.\n \n \n \n \n\n\n \n Romero-Little, M. E.\n\n\n \n\n\n\n Anthropology & Education Quarterly, 37(4): 399–402. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Honoring$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{romero-little_honoring_2006,\n\ttitle = {Honoring {Our} {Own}: {Rethinking} {Indigenous} {Languages} and {Literacy}.},\n\tvolume = {37},\n\tissn = {0161-7761},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1525/aeq.2006.37.4.399/abstract},\n\tdoi = {10.1525/aeq.2006.37.4.399},\n\tabstract = {Today Indigenous peoples worldwide are deconstructing Western paradigms, including the clas- sic constructs of literacy connected to alphabet systems, and articulating and constructing their own distinct paradigms based on Indigenous epistemologies and rooted in self-determination and social justice. A vital aspect of these efforts is the “rethinking of our thinking” and a reex- amination of our priorities as a means for reconstituting, reproducing, and validating our own intellectual traditions and cultural knowledge and processes.},\n\tnumber = {4},\n\tjournal = {Anthropology \\& Education Quarterly},\n\tauthor = {Romero-Little, Mary Eunice},\n\tyear = {2006},\n\tpages = {399--402},\n}\n\n

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\n \n\n \n \n \n \n \n \n Biliterate Practices in the Home: Supporting Indigenous Language Regeneration.\n \n \n \n \n\n\n \n Hohepa, M.\n\n\n \n\n\n\n Journal of Language, Identity, and Education, 5(4): 293–301. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Biliterate$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hohepa_biliterate_2006,\n\ttitle = {Biliterate {Practices} in the {Home}: {Supporting} {Indigenous} {Language} {Regeneration}},\n\tvolume = {5},\n\tcopyright = {Access incurs a cost},\n\tshorttitle = {Biliterate {Practices} in the {Home}},\n\turl = {http://www.tandfonline.com/doi/pdf/10.1207/s15327701jlie0504_3?needAccess=true},\n\tabstract = {[A response to Nancy Hornberger's "Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts," Journal of Language, Identity, and Education, 2006, 5, 4, 277-292.] In this article I reflect on the significance that Nancy Hornberger's work has had in my roles as an academic \\& mother. I also explain my preference for the term 'indigenous language regeneration' \\& then consider the significant role literacy has in such regeneration. Taking Nancy's position that "implementation of multilingual language policies through multilingual education brings with it choices, dilemmas, \\& even contradictions in educational practice" (Hornberger, p. 277), the importance of Maori language planning \\& language policy implementation not only focusing on formal education but also on home \\& community is highlighted. The article concludes with examples of Maori parents' \\& children's biliterate practices in home bookreading activities, in contrast to the Maori biliterate educational practice Nancy describes in her article. 'Biliteracy' in the sense that Nancy Hornberger has articulated in her work, is conceived as providing tools within sociocultural practices in both formal educational \\& home settings to amplify Maori language regeneration. Adapted from the source document},\n\tlanguage = {eng},\n\tnumber = {4},\n\tjournal = {Journal of Language, Identity, and Education},\n\tauthor = {Hohepa, Margie},\n\tyear = {2006},\n\tkeywords = {4122, Applied Linguistics, Article, Bilingual Education, Bilingualism, Families, Joint Reading, Language Planning, Language Policy, New Zealand, Polynesian Languages, language revitalization},\n\tpages = {293--301},\n}\n\n

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\n \n\n \n \n \n \n \n \n From Language Planning to Language Management: J. V. Neustupny's Heritage.\n \n \n \n \n\n\n \n Nekvapil, J. Y\n\n\n \n\n\n\n Media and Communication Studies. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"From$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@article{nekvapil_language_2006,\n\ttitle = {From {Language} {Planning} to {Language} {Management}: {J}. {V}. {Neustupny}'s {Heritage}},\n\turl = {http://eprints.lib.hokudai.ac.jp/dspace/bitstream/2115/51178/1/MSC63_002.pdf},\n\tabstract = {1.to demonstrate the terminological shift from“language planning”towards“language management”, 2.to point out that this shift is facilitated by the growing influence of a particular theory of language management, which I refer to as Language Management Theory, 3. To present the central features of the theory, arguing that it is well suited not only to the analysis of language macro-planning but also to language micro-planning.},\n\tjournal = {Media and Communication Studies},\n\tauthor = {Nekvapil, Ji Y},\n\tyear = {2006},\n\tkeywords = {Language Planning},\n}\n\n

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\n \n\n \n \n \n \n \n \n Alaskan Haida Stories of Language Growth and Regeneration.\n \n \n \n \n\n\n \n Breinig, J.\n\n\n \n\n\n\n American Indian Quarterly, 30: 110–118. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Alaskan$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{breinig_alaskan_2006,\n\ttitle = {Alaskan {Haida} {Stories} of {Language} {Growth} and {Regeneration}},\n\tvolume = {30},\n\tissn = {0095-182X},\n\turl = {http://eric.ed.gov/?id=EJ750453},\n\tabstract = {In this article, the author talks about the decline of fluent Alaskan Haida speakers. She features her mother's story as an example of why the Haida language is "on the brink." English language fluency as a tool for Indigenous survival is common to Native peoples, as is the desire to see languages flourish again. Alaskan Haidas recognized how the steady onslaught of immigrants moving into Alaska beginning in the early 1900s led to rapid cultural and economic change for all Natives. As a survival tool, English language use came to dominate daily life, and the Haida language moved toward a steady decline. Among other things, she discusses language workshops as means of language restoration. (Contains 7 notes.)},\n\tlanguage = {en},\n\turldate = {2016-07-21},\n\tjournal = {American Indian Quarterly},\n\tauthor = {Breinig, Jeane},\n\tyear = {2006},\n\tkeywords = {Alaska Natives, Economic Change, English (Second Language), Folk Culture, Immigrants, Indigenous Knowledge, Language Fluency, Language Maintenance, Language Skill Attrition, Traditionalism},\n\tpages = {110--118},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Maori presence in the New Zealand English lexicon, 1850–2000: Evidence from a corpus-based study.\n \n \n \n \n\n\n \n Macalister, J.\n\n\n \n\n\n\n English World-Wide, 27(1): 1–24. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{macalister_maori_2006,\n\ttitle = {The {Maori} presence in the {New} {Zealand} {English} lexicon, 1850–2000: {Evidence} from a corpus-based study},\n\tvolume = {27},\n\tshorttitle = {The {Maori} presence in the {New} {Zealand} {English} lexicon, 1850–2000},\n\turl = {http://www.ingentaconnect.com/content/jbp/eww/2006/00000027/00000001/art00001},\n\tnumber = {1},\n\turldate = {2015-12-01},\n\tjournal = {English World-Wide},\n\tauthor = {Macalister, John},\n\tyear = {2006},\n\tpages = {1--24},\n}\n\n

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\n \n\n \n \n \n \n \n Te Reo Pāho. Māori Radio and Language Revitalisation.\n \n \n \n\n\n \n Matamua, R.\n\n\n \n\n\n\n Ph.D. Thesis, 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{matamua_te_2006,\n\ttitle = {Te {Reo} {Pāho}. {Māori} {Radio} and {Language} {Revitalisation}},\n\tauthor = {Matamua, Rangiānehu},\n\tyear = {2006},\n\tkeywords = {Comparative analysis, Ethnic radio broadcasting, History, Language revitalisation, Maori, Maori language, Radio, Te Reo Paho Project, Te reo Maori, Tuhoe},\n}\n\n

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\n \n\n \n \n \n \n \n \n Pathways to Literacy and Transitions to School: Enabling incorporation and developing awareness of literacy.\n \n \n \n \n\n\n \n Tamarua, L. T.\n\n\n \n\n\n\n Ph.D. Thesis, 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Pathways$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{tamarua_pathways_2006,\n\ttitle = {Pathways to {Literacy} and {Transitions} to {School}: {Enabling} incorporation and developing awareness of literacy},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/277},\n\tabstract = {This study examines children's development and incorporation of literacy expertise across multiple sites and the transitions to school by four Māori preschool children, their whānau (families) and their teachers in Aotearoa/New Zealand. This study is embedded in a Kaupapa Māori framework of understanding and explaining teaching and learning processes across multiple sites of learning for children whose practices reflect ways of being and acting Māori. Descriptions of teaching and learning processes are also explained utilising a co-constructivist theoretical framework. These descriptions and explanations focus on the psychological processes of learning and development that children, whānau and teachers' engage in their practice. A two phase case study design was employed that examines the teaching and learning processes of literacy across multiple sites. The first phase provides qualitative data that describes and explains how the different sorts of literacy and language activities are co- constructed by whānau and children. The ways by which literacy activities are constructed are inherent in parents ideas about teaching and learning reflected out of their diverse pedagogical practices. The distinct pedagogical practices also highlight the multiple pathways to learning that children developed and experienced in becoming an expert. This study also reported the influence of early educational settings as alternative and multiple contexts by which learning is organised and constructed. The different contexts provided families with specific ideas and practices about the teaching and learning process. The second phase of the study provides descriptions of how children's literacy expertise was incorporated into classroom literacy and language activities. This phase of the study examines how teachers provided opportunities by which children's literacy expertise was incorporated into classroom activities. This study reported incidents where incorporation of children's level of literacy expertise was enhanced while other children's literacy expertise was discouraged in classroom activities. The significance of the reported differences of incorporation was provided from teacher's ideas and beliefs about children's literacy expertise upon entry to school. The study showed how teacher's ideas reflected the way that they organised and constructed literacy activities. Teacher's ideas also reflected their awareness of the diversity of children's literacy expertise. The earlier phase of this study examined the multiple ways and multiple contexts by which children learn and develop literacy expertise. Incorporation of children's literacy expertise into classroom activities was determined by the degree to which teachers made connections that resonated children's expertise. This was also determined by teacher's instructional practices in the context of the classroom environment. The implications of this study make important contributions to pedagogical practices for teachers in classroom environments. The descriptions and explanations reported in this study highlight the complexities of teaching and learning for children of diverse cultural and language communities.},\n\tauthor = {Tamarua, Lavinia Tina},\n\tyear = {2006},\n\tkeywords = {Biculturalism, Child development, Children, Classroom Environment, Kura kaupapa Maori, Learning processes, Literacy, Maori Culture, Maori language, Maori medium education, Preschool Children, Preschool Education, Preschool primary transition, Te Reo Maori curriculum, Teacher Attitudes, Transition to primary school, Whanau, maori education},\n}\n\n

\n\n\n

\n This study examines children's development and incorporation of literacy expertise across multiple sites and the transitions to school by four Māori preschool children, their whānau (families) and their teachers in Aotearoa/New Zealand. This study is embedded in a Kaupapa Māori framework of understanding and explaining teaching and learning processes across multiple sites of learning for children whose practices reflect ways of being and acting Māori. Descriptions of teaching and learning processes are also explained utilising a co-constructivist theoretical framework. These descriptions and explanations focus on the psychological processes of learning and development that children, whānau and teachers' engage in their practice. A two phase case study design was employed that examines the teaching and learning processes of literacy across multiple sites. The first phase provides qualitative data that describes and explains how the different sorts of literacy and language activities are co- constructed by whānau and children. The ways by which literacy activities are constructed are inherent in parents ideas about teaching and learning reflected out of their diverse pedagogical practices. The distinct pedagogical practices also highlight the multiple pathways to learning that children developed and experienced in becoming an expert. This study also reported the influence of early educational settings as alternative and multiple contexts by which learning is organised and constructed. The different contexts provided families with specific ideas and practices about the teaching and learning process. The second phase of the study provides descriptions of how children's literacy expertise was incorporated into classroom literacy and language activities. This phase of the study examines how teachers provided opportunities by which children's literacy expertise was incorporated into classroom activities. This study reported incidents where incorporation of children's level of literacy expertise was enhanced while other children's literacy expertise was discouraged in classroom activities. The significance of the reported differences of incorporation was provided from teacher's ideas and beliefs about children's literacy expertise upon entry to school. The study showed how teacher's ideas reflected the way that they organised and constructed literacy activities. Teacher's ideas also reflected their awareness of the diversity of children's literacy expertise. The earlier phase of this study examined the multiple ways and multiple contexts by which children learn and develop literacy expertise. Incorporation of children's literacy expertise into classroom activities was determined by the degree to which teachers made connections that resonated children's expertise. This was also determined by teacher's instructional practices in the context of the classroom environment. The implications of this study make important contributions to pedagogical practices for teachers in classroom environments. The descriptions and explanations reported in this study highlight the complexities of teaching and learning for children of diverse cultural and language communities.\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Teaching and Learning of te reo Maori in a Higher Education Context: Intensive Fast Track Immersion Versus Gradual Progressive Language Exposure.\n \n \n \n \n\n\n \n Nock, S.\n\n\n \n\n\n\n He Puna Korero: Journal of Maori and Pacific Development, 7(1): 48–62. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{nock_teaching_2006,\n\ttitle = {The {Teaching} and {Learning} of te reo {Maori} in a {Higher} {Education} {Context}: {Intensive} {Fast} {Track} {Immersion} {Versus} {Gradual} {Progressive} {Language} {Exposure}},\n\tvolume = {7},\n\tcopyright = {Access may incur a cost},\n\tissn = {1175-3099},\n\tshorttitle = {The {Teaching} and {Learning} of te reo {Maori} in a {Higher} {Education} {Context}},\n\turl = {http://www.waikato.ac.nz/smpd/research-practice/he-puna-korero/7-1#teaching},\n\tabstract = {I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Maori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Maori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Maori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Nock, Sophie},\n\tyear = {2006},\n\tkeywords = {Bilingual, Education, Immersion Method (Language Teaching), Language and languages–Study and teaching, Maori (New Zealand people)–Education, Maori (New Zealand people)–Education (Higher), Maori language–Study and teaching, Native Language And Education},\n\tpages = {48--62},\n}\n\n

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\n \n\n \n \n \n \n \n \n Rethinking Native American Language Revitalization.\n \n \n \n \n\n\n \n White, F.\n\n\n \n\n\n\n American Indian Quarterly, 30(1): 91–109. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Rethinking$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{white_rethinking_2006,\n\ttitle = {Rethinking {Native} {American} {Language} {Revitalization}},\n\tvolume = {30},\n\tissn = {1534-1828},\n\turl = {http://www.jstor.org/stable/4138914},\n\tdoi = {10.1353/aiq.2006.0013},\n\tabstract = {As many linguists continue to work with and analyze First Nations/Native American languages, the consensus opinion usually direly predicts the loss of daily use for almost all of the extant Indigenous languages. Tremendous efforts are being expended for renewing, revitalizing, and restoring these languages to everyday use. The model upon which much Native American language renewal research is based—second language acquisition or second language learning (henceforth-sla/l)—at first seemingly provides relevant correspondence with the ensuing attributes, but I will argue that the sla/l models of characteristics do not apply to Native American language acquisition/learning circumstances. Reversing language shift and language loss is a crucial issue in many Native American communities. In Canada First Nations communities are currently experiencing critical shift and loss. The 1991 census in Canada reports disturbingly low numbers of fluent ancestral language speakers. Historically, cultural opposition, enforced assimilation, government exploitation, and missionaries succeeded in reducing the use of many Native American languages. These efforts not only strove to eliminate Native American languages but the culture of their speakers as well. The main tool used in reducing and eliminating ancestral language use was formal education within a strict English-only setting. The residential schools' legacy encompasses not only the transition to a formal education setting but the systematic eradication of the culture of each First Nations student. Only within the last quarter of the twentieth century have the Canadian and American governments implemented efforts to address the problem of reversing language shift among its Indigenous people. Currently, the problem for the majority of the First Nations communities across Canada is the absence of any speakers acquiring the ancestral language as a mother tongue. Children are simply not learning their ancestral language. Lack of community efforts exacerbates the problem, and more often than not the main effort to salvage Native American languages falls on the local school board. The result is that many Native American students now learn or study their ancestral language only as a second language within a school context. The problem is that when Native American students study a language in school, it usually stays in the school. Reversing language shift is crucial, but a paradigm that recognizes the limitations of sla/l theories and methodologies in regard to Native American Indigenous languages is necessary. The characteristics of sla/l models have salient implications that demand rethinking the content and context of what is happening on reserves and reservations of Native American communities. In this article I provide a brief review of research on North American Indigenous languages and assess the applicability of sla/l characteristics upon current Indigenous languages. I conclude with recommendations to reconsider further research among Indigenous communities apart from the sla/l paradigm.},\n\tnumber = {1},\n\tjournal = {American Indian Quarterly},\n\tauthor = {White, Frederick},\n\tyear = {2006},\n\tpages = {91--109},\n}\n\n

\n\n\n

\n As many linguists continue to work with and analyze First Nations/Native American languages, the consensus opinion usually direly predicts the loss of daily use for almost all of the extant Indigenous languages. Tremendous efforts are being expended for renewing, revitalizing, and restoring these languages to everyday use. The model upon which much Native American language renewal research is based—second language acquisition or second language learning (henceforth-sla/l)—at first seemingly provides relevant correspondence with the ensuing attributes, but I will argue that the sla/l models of characteristics do not apply to Native American language acquisition/learning circumstances. Reversing language shift and language loss is a crucial issue in many Native American communities. In Canada First Nations communities are currently experiencing critical shift and loss. The 1991 census in Canada reports disturbingly low numbers of fluent ancestral language speakers. Historically, cultural opposition, enforced assimilation, government exploitation, and missionaries succeeded in reducing the use of many Native American languages. These efforts not only strove to eliminate Native American languages but the culture of their speakers as well. The main tool used in reducing and eliminating ancestral language use was formal education within a strict English-only setting. The residential schools' legacy encompasses not only the transition to a formal education setting but the systematic eradication of the culture of each First Nations student. Only within the last quarter of the twentieth century have the Canadian and American governments implemented efforts to address the problem of reversing language shift among its Indigenous people. Currently, the problem for the majority of the First Nations communities across Canada is the absence of any speakers acquiring the ancestral language as a mother tongue. Children are simply not learning their ancestral language. Lack of community efforts exacerbates the problem, and more often than not the main effort to salvage Native American languages falls on the local school board. The result is that many Native American students now learn or study their ancestral language only as a second language within a school context. The problem is that when Native American students study a language in school, it usually stays in the school. Reversing language shift is crucial, but a paradigm that recognizes the limitations of sla/l theories and methodologies in regard to Native American Indigenous languages is necessary. The characteristics of sla/l models have salient implications that demand rethinking the content and context of what is happening on reserves and reservations of Native American communities. In this article I provide a brief review of research on North American Indigenous languages and assess the applicability of sla/l characteristics upon current Indigenous languages. I conclude with recommendations to reconsider further research among Indigenous communities apart from the sla/l paradigm.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Māori Contexts.\n \n \n \n \n\n\n \n Hornberger, N. H.\n\n\n \n\n\n\n Journal of Language, Identity & Education, 5(4): 277–292. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Voice$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hornberger_voice_2006,\n\ttitle = {Voice and {Biliteracy} in {Indigenous} {Language} {Revitalization}: {Contentious} {Educational} {Practices} in {Quechua}, {Guarani}, and {Māori} {Contexts}},\n\tvolume = {5},\n\tissn = {1534-8458},\n\tshorttitle = {Voice and {Biliteracy} in {Indigenous} {Language} {Revitalization}},\n\turl = {http://repository.upenn.edu/cgi/viewcontent.cgi?article=1151&context=gse_pubs},\n\tdoi = {10.1207/s15327701jlie0504_2},\n\tabstract = {This article considers instances of biliterate educational practice in contexts of indigenous language revitalization involving Quechua in the South American Andes, Guarani in Paraguay, and Māori in Aotearoa/NewZealand. In these indigenous contexts of sociohistorical and sociolinguistic oppression, the implementation of multilingual language policies through multilingual education brings with it choices, dilemmas, and even contradictions in educational practice. I consider examples of such contentious educational practices from an ecological perspective, using the continua of biliteracy and the notion of voice as analytical heuristics. I suggest that the biliterate use of indigenous children's own or heritage language as medium of instruction alongside the dominant language mediates the dialogism, meaning-making, access to wider discourses, and taking of an active stance that are dimensions of voice. Indigenous voices thus activated can be a powerful force for both enhancing the children's own learning and promoting the maintenance and revitalization of their languages.},\n\tnumber = {4},\n\tjournal = {Journal of Language, Identity \\& Education},\n\tauthor = {Hornberger, Nancy H.},\n\tyear = {2006},\n\tpages = {277--292},\n}\n\n

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\n \n\n \n \n \n \n \n \n Neshnabemwen Renaissance: Local and National Potawatomi Language Revitalization Efforts.\n \n \n \n \n\n\n \n Wetzel, C.\n\n\n \n\n\n\n American Indian Quarterly, 30(1): 61–86. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Neshnabemwen$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{wetzel_neshnabemwen_2006,\n\ttitle = {Neshnabemwen {Renaissance}: {Local} and {National} {Potawatomi} {Language} {Revitalization} {Efforts}},\n\tvolume = {30},\n\tissn = {1534-1828},\n\turl = {http://www.jstor.org/stable/4138912},\n\tdoi = {10.1353/aiq.2006.0012},\n\tabstract = {Shortly after noon on Saturday at the 2004 Gathering of the Potawatomi Nation, hosted by the Citizen Potawatomi Nation, I left the language seminar coordinated by Justin Neely, a Citizen Potawatomi member and the Hannahville Indian School's new Potawatomi language teacher, and Don Perrot, a Prairie Band Potawatomi member. During the well-attended session friends visited with one another as they learned to introduce themselves, ask basic questions, and offer thanks. Reflecting on dialect differences, I asked several elders about two terms to express thanks: megwetch and wawana. The first elder with whom I talked, a member of the Pokagon Band of Potawatomi Indians, smiled at my query. He responded that wawana is the correct way to offer thanks in Potawatomi and that megwetch is actually borrowed from Ojibwa. The next person I visited, a Forest County Potawatomi Community elder, explained megwetch is a Potawatomi term and suggested people from the southern tribes might say wawana due to the influence of Odawa speakers in their region. Later that evening, I posed the same question to a friend from the Prairie Band Potawatomi Nation. She replied succinctly with a question of herown: So long as people are speaking the language, what difference does it make? Rosemary Feal, executive director of the Modern Language Association, describes the challenge of language preservation in America: "The United States is where languages come to die." She continues: "We often see the first generation speaks [a language] but by the third generation their children may know only a few words." While language decline is a modal experience in many immigrant and ethnic communities, the situation for Native nations seems particularly bleak. Census Bureau data indicate 72.6 percent of Native Americans over age eighteen spoke only English in 1980, increasing to 76.2 percent by 1990. Although such numbers could reasonably be interpreted as evidencing a decline in tribal languages, countervailing trends are present. Citing an increase in the number of Indians who spoke English poorly between 1980 and 1990, Rodney L. Brod and John M. Mcquiston infer "native language use as a sole vehicle of communication may actually be increasing (or at least maintaining), not decreasing." Further, organizations have been founded to document and teach Indigenous languages, a number of tribes have crafted ambitious language policies, and Congress approved the Native American Languages Act in 1990. It is precisely these efforts at invigorating Indigenous languages generally, and Neshnabemwen specifically, that are of interest to this study. In this article I examine the current status of the Potawatomi language, describe tribal and national language revitalization projects and programs, and consider the implications of these endeavors.},\n\tnumber = {1},\n\tjournal = {American Indian Quarterly},\n\tauthor = {Wetzel, Christopher},\n\tyear = {2006},\n\tpages = {61--86},\n}\n\n

\n\n\n

\n Shortly after noon on Saturday at the 2004 Gathering of the Potawatomi Nation, hosted by the Citizen Potawatomi Nation, I left the language seminar coordinated by Justin Neely, a Citizen Potawatomi member and the Hannahville Indian School's new Potawatomi language teacher, and Don Perrot, a Prairie Band Potawatomi member. During the well-attended session friends visited with one another as they learned to introduce themselves, ask basic questions, and offer thanks. Reflecting on dialect differences, I asked several elders about two terms to express thanks: megwetch and wawana. The first elder with whom I talked, a member of the Pokagon Band of Potawatomi Indians, smiled at my query. He responded that wawana is the correct way to offer thanks in Potawatomi and that megwetch is actually borrowed from Ojibwa. The next person I visited, a Forest County Potawatomi Community elder, explained megwetch is a Potawatomi term and suggested people from the southern tribes might say wawana due to the influence of Odawa speakers in their region. Later that evening, I posed the same question to a friend from the Prairie Band Potawatomi Nation. She replied succinctly with a question of herown: So long as people are speaking the language, what difference does it make? Rosemary Feal, executive director of the Modern Language Association, describes the challenge of language preservation in America: \"The United States is where languages come to die.\" She continues: \"We often see the first generation speaks [a language] but by the third generation their children may know only a few words.\" While language decline is a modal experience in many immigrant and ethnic communities, the situation for Native nations seems particularly bleak. Census Bureau data indicate 72.6 percent of Native Americans over age eighteen spoke only English in 1980, increasing to 76.2 percent by 1990. Although such numbers could reasonably be interpreted as evidencing a decline in tribal languages, countervailing trends are present. Citing an increase in the number of Indians who spoke English poorly between 1980 and 1990, Rodney L. Brod and John M. Mcquiston infer \"native language use as a sole vehicle of communication may actually be increasing (or at least maintaining), not decreasing.\" Further, organizations have been founded to document and teach Indigenous languages, a number of tribes have crafted ambitious language policies, and Congress approved the Native American Languages Act in 1990. It is precisely these efforts at invigorating Indigenous languages generally, and Neshnabemwen specifically, that are of interest to this study. In this article I examine the current status of the Potawatomi language, describe tribal and national language revitalization projects and programs, and consider the implications of these endeavors.\n

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\n \n\n \n \n \n \n \n \n Language Practices, Preferences and Policies: Contrasting Views of Pakeha, Maori, Pasifika and Asian students.\n \n \n \n \n\n\n \n Barkhuizen, G.; Knoch, U.; and Starks, D.\n\n\n \n\n\n\n Journal of Multilingual and Multicultural Development, 27(5): 375–391. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{barkhuizen_language_2006,\n\ttitle = {Language {Practices}, {Preferences} and {Policies}: {Contrasting} {Views} of {Pakeha}, {Maori}, {Pasifika} and {Asian} students},\n\tvolume = {27},\n\tcopyright = {Request the full article from the author.},\n\tissn = {0143-4632},\n\tshorttitle = {Language {Practices}, {Preferences} and {Policies}},\n\turl = {https://www.researchgate.net/publication/233047508_Language_Practices_Preferences_and_Policies_Contrasting_Views_of_Pakeha_Maori_Pasifika_and_Asian_students},\n\tdoi = {10.2167/jmmd450.1},\n\tabstract = {Although the majority of New Zealanders speak English, and only English, the 1987 Maori Language Act and immigration from both Asia and the Pacific have had a significant impact on New Zealand society. Because increasing numbers of children are entering school with limited English language ability, students are arguably the group with the most exposure to New Zealand's changing social and linguistic demography. Yet little is known about how these emerging members of New Zealand society view the languages within their midst, and the effect of ethnicity on their views. This paper examines the language attitudes, preferences and language use of intermediate and high school students from various ethnic backgrounds. The findings point to a society where ethnicity plays a strong role in language preferences, and where students from the dominant ethnic group, New Zealand European, show conservative views on multilingualism. After discussing how these findings highlight issues of language diversification within the New Zealand context, we conclude that students can serve as a useful resource both for understanding language issues and for informing language policy in the New Zealand context.},\n\tnumber = {5},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Barkhuizen, Gary and Knoch, Ute and Starks, Donna},\n\tyear = {2006},\n\tkeywords = {Ethnic Diversity, Language Attitudes, Language In Education, Language Policy, New Zealand},\n\tpages = {375--391},\n}\n\n

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\n \n\n \n \n \n \n \n \n The role of libraries and archival collections in the preservation and revitalisation of indigenous knowledge : the case of revitalisation of te reo Māori.\n \n \n \n \n\n\n \n Johnston, L.\n\n\n \n\n\n\n In 2006. \n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@inproceedings{johnston_role_2006,\n\ttitle = {The role of libraries and archival collections in the preservation and revitalisation of indigenous knowledge : the case of revitalisation of te reo {Māori}},\n\tshorttitle = {The role of libraries and archival collections in the preservation and revitalisation of indigenous knowledge},\n\turl = {http://www.lianza.org.nz/role-libraries-and-archives-preservation-and-revitalisation-indigenous-knowledge-case-revitalisation},\n\tabstract = {This paper discusses the role of libraries and archives in New Zealand in the revitalisation of te reo Māori. It represents the preliminary stage of a proposed study that will look at the wider issue of the role of libraries and archives in the preservation and transmission of Indigenous knowledges, particularly mātauranga Māori. Provides an historical background of the development of te reo as a written language, and a discussion of literature. Looks at the results of a brief survey of several libraries and an archival collection to gauge the current status of holdings of material in te reo, and how well (or how badly) these materials are promoted and used.},\n\tlanguage = {eng},\n\tauthor = {Johnston, Lorraine},\n\tyear = {2006},\n\tkeywords = {Library Science, Manuscripts, Maori, Maori (New Zealand People) And Libraries, Maori (New Zealand People) – Language, Maori (New Zealand People) – Library Resources, Maori Literature, Reo Māori},\n}\n\n

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\n \n\n \n \n \n \n \n \n Reclaiming the Gift: Indigenous Youth Counter-Narratives on Native Language Loss and Revitalization.\n \n \n \n \n\n\n \n Mccarty, T. L; Romero, M. E.; and Zepeda, O.\n\n\n \n\n\n\n American Indian Quarterly, 30(1): 28–48. 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Reclaiming$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{mccarty_reclaiming_2006,\n\ttitle = {Reclaiming the {Gift}: {Indigenous} {Youth} {Counter}-{Narratives} on {Native} {Language} {Loss} and {Revitalization}},\n\tvolume = {30},\n\tissn = {0095182X},\n\turl = {http://www.jstor.org/stable/4138910},\n\tdoi = {10.1353/aiq.2006.0005},\n\tabstract = {These reflections by Hualapai educator Lucille Jackson Watahomigie eloquently capture the mutually constitutive relationship between language and identity. "It is said that when the languages were created, language identified the people—who we are, where we came from, and where we are going," Watahomigie adds (1998, 6). This sentiment is widely shared among Native speakers. "My language, to me, . . . that's what makes me unique, that's what makes me Navajo, that's what makes me who I am," Navajo artist and educator Fred Bia maintains (McCarty 2002, 179). "When people spoke Dakota," William Harjo Lonefight states, "they understood where they belonged in relation to other people, to the natural world, and to the spiritual world" (Ambler 2004, 8). Reflecting on the resources within his Native Cheyenne, Richard Littlebear notes that "embedded in this language are the lessons that guide our daily lives. We cannot leave behind the essence of our being" (2004, 20). Yet this most ancient of gifts is in peril of vanishing forever, as fewer and fewer young people are socialized through the ancestral language each generation. Linguists estimate that prior to European contact, some 300 to 500 Native languages were spoken by the peoples indigenous to what is now the United States and Canada (Krauss 1998; McCarty and Watahomigie 2003, 84–86; Zepeda and Hill 1992). More than 200 of those languages remain—testimony to the resistance and resilience of their speakers—but only 34 are still being naturally acquired as a first language by children (Krauss 1998). Put another way, fully 84 percent of all Indigenous languages in the United States and Canada have no new speakers to pass them on. Even those languages with a substantial number of child speakers are slipping away, as the residue of a genocidal and linguicidal past and the modern influences of English media, technology, and schooling take their toll. When even a single language falls silent, the world loses an irredeemable repository of human knowledge. The great linguist and language advocate Kenneth Hale, who spoke some seventy-five languages himself, put it this way: "Every language lost is like dropping a bomb on the Louvre" (Ambler 2004, 9). To speakers, the loss is more intimate, personal, and irretrievable. "If a child learns only English, you have lost your child," a Navajo elder states (McCarty 2002, 181; McCarty and Zepeda 1999, 207). "It is language that carries the nature and character of who we are and how we relate with one another . . . and to all things we experience in life," a Pueblo leader relates; "[o]nce we've lost that, we have lost everything" (Suina 2004, 300). Pecos and Blum-Martinez add that in many Native communities, the tribal language remains "the only viable means for sacred communication" (2001, 75). In the epigraph that begins this article, Watahomigie refers to the Native language as a gift. "When you are given a gift—especially one that is alive—it must be cherished, nurtured, and treated with respect to honor the giver" (Watahomigie 1998, 5). Similar metaphors can be found in tribal language policies: "The Yaqui language is a gift from Itom Achai, the Creator of our people," the Yaqui Tribal Language Policy begins, "and, therefore, shall be treated with respect" (Zepeda 1990, 250). When such a gift is compromised or threatened, the most important stakeholders are the young. Through the language socialization process, Romero writes, "understandings of essential information such as the values, precepts, and the belief systems [Native people] hold close to their hearts, are passed from one generation...},\n\tnumber = {1},\n\tjournal = {American Indian Quarterly},\n\tauthor = {Mccarty, Teresa L and Romero, Mary Eunice and Zepeda, Ofelia},\n\tyear = {2006},\n\tpages = {28--48},\n}\n\n

\n\n\n

\n These reflections by Hualapai educator Lucille Jackson Watahomigie eloquently capture the mutually constitutive relationship between language and identity. \"It is said that when the languages were created, language identified the people—who we are, where we came from, and where we are going,\" Watahomigie adds (1998, 6). This sentiment is widely shared among Native speakers. \"My language, to me, . . . that's what makes me unique, that's what makes me Navajo, that's what makes me who I am,\" Navajo artist and educator Fred Bia maintains (McCarty 2002, 179). \"When people spoke Dakota,\" William Harjo Lonefight states, \"they understood where they belonged in relation to other people, to the natural world, and to the spiritual world\" (Ambler 2004, 8). Reflecting on the resources within his Native Cheyenne, Richard Littlebear notes that \"embedded in this language are the lessons that guide our daily lives. We cannot leave behind the essence of our being\" (2004, 20). Yet this most ancient of gifts is in peril of vanishing forever, as fewer and fewer young people are socialized through the ancestral language each generation. Linguists estimate that prior to European contact, some 300 to 500 Native languages were spoken by the peoples indigenous to what is now the United States and Canada (Krauss 1998; McCarty and Watahomigie 2003, 84–86; Zepeda and Hill 1992). More than 200 of those languages remain—testimony to the resistance and resilience of their speakers—but only 34 are still being naturally acquired as a first language by children (Krauss 1998). Put another way, fully 84 percent of all Indigenous languages in the United States and Canada have no new speakers to pass them on. Even those languages with a substantial number of child speakers are slipping away, as the residue of a genocidal and linguicidal past and the modern influences of English media, technology, and schooling take their toll. When even a single language falls silent, the world loses an irredeemable repository of human knowledge. The great linguist and language advocate Kenneth Hale, who spoke some seventy-five languages himself, put it this way: \"Every language lost is like dropping a bomb on the Louvre\" (Ambler 2004, 9). To speakers, the loss is more intimate, personal, and irretrievable. \"If a child learns only English, you have lost your child,\" a Navajo elder states (McCarty 2002, 181; McCarty and Zepeda 1999, 207). \"It is language that carries the nature and character of who we are and how we relate with one another . . . and to all things we experience in life,\" a Pueblo leader relates; \"[o]nce we've lost that, we have lost everything\" (Suina 2004, 300). Pecos and Blum-Martinez add that in many Native communities, the tribal language remains \"the only viable means for sacred communication\" (2001, 75). In the epigraph that begins this article, Watahomigie refers to the Native language as a gift. \"When you are given a gift—especially one that is alive—it must be cherished, nurtured, and treated with respect to honor the giver\" (Watahomigie 1998, 5). Similar metaphors can be found in tribal language policies: \"The Yaqui language is a gift from Itom Achai, the Creator of our people,\" the Yaqui Tribal Language Policy begins, \"and, therefore, shall be treated with respect\" (Zepeda 1990, 250). When such a gift is compromised or threatened, the most important stakeholders are the young. Through the language socialization process, Romero writes, \"understandings of essential information such as the values, precepts, and the belief systems [Native people] hold close to their hearts, are passed from one generation...\n

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\n \n\n \n \n \n \n \n Saving Languages: An Introduction to Language Revitalization.\n \n \n \n\n\n \n Grenoble, L. A.; and Whaley, L. J.\n\n\n \n\n\n\n Cambridge University Press, 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@book{grenoble_saving_2006,\n\ttitle = {Saving {Languages}: {An} {Introduction} to {Language} {Revitalization}},\n\tisbn = {978-0-521-01652-0},\n\tshorttitle = {Saving {Languages}},\n\tabstract = {Language endangerment has been the focus of much attention over the past few decades, and as a result, a wide range of people are working to revitalize and maintain local languages. This book serves as a general reference guide to language revitalization, setting out the necessary background, highlighting central issues, and providing the essential tools for a successful language revitalization program. Clearly written, informative and jargon-free, Saving Languages will be an invaluable resource for both linguists and community members interested in the fate of small language communities around the globe. In this book Hathaway presents the first comprehensive analysis of the human rights of refugees as set by the UN Refugee Convention. He links the standards of the Convention to key norms of international human rights law and applies his analysis to the world's most difficult protection challenges. This is a critical resource for advocates, judges, and policymakers. It will also be a pioneering scholarly work for graduate students of international and human rights law.},\n\tlanguage = {en},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Grenoble, Lenore A. and Whaley, Lindsay J.},\n\tyear = {2006},\n\tkeywords = {Language Arts \\& Disciplines / Linguistics / General, Social Science / Anthropology / Cultural},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Planning and Policy: Models.\n \n \n \n \n\n\n \n Spolsky, B.; and Lambert, R. D.\n\n\n \n\n\n\n Elsevier Ltd, 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{spolsky_language_2006,\n\ttitle = {Language {Planning} and {Policy}: {Models}},\n\tshorttitle = {Language {Planning} and {Policy}},\n\turl = {Not able to find this},\n\tabstract = {The language policy of a speech community consists of the commonly agreed-upon set of choices of language items or language varieties and the ideologies associated with those choices. It can be found in language practices and beliefs or in formal policy decisions such as laws, constitutions, or regulations. Language management, planning, and cultivation are actions taken by governments or other agencies or people with authority to modify the language choices made by those under their control. Language management has three components: the development of explicit language plans and policies, their implementation (by rules or laws or resource allocation), and the evaluation of results and effects.},\n\tlanguage = {eng},\n\tpublisher = {Elsevier Ltd},\n\tauthor = {Spolsky, B. and Lambert, R. D.},\n\tyear = {2006},\n\tkeywords = {Language Planning, acquisition planning corpus, bad language, cultivation, good, language engineering, language management, language rights, minorities, national languages, official, status},\n}\n\n

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\n \n\n \n \n \n \n \n \n Whakareia te kakara o te hinu raukawa: The Raukawa reo strategy.\n \n \n \n \n\n\n \n Raukawa Trust Board\n\n\n \n\n\n\n 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Whakareia$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{raukawa_trust_board_whakareia_2006,\n\ttitle = {Whakareia te kakara o te hinu raukawa: {The} {Raukawa} reo strategy},\n\turl = {http://www.raukawa.org.nz/rct/te-kura-reo-o-raukawa/},\n\tabstract = {can't find the strategy/ http://www.raukawa.org.nz/rct/te-kura-reo-o-raukawa/ website is here/},\n\tauthor = {{Raukawa Trust Board}},\n\tyear = {2006},\n}\n\n

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\n \n\n \n \n \n \n \n My Journey with te reo Maori: From Primary Schooling in the Mid 20th Century to Retirement from Full-time Academic Service in the Early Years of the 21st. Century.\n \n \n \n\n\n \n Houia-Roberts, N.\n\n\n \n\n\n\n He Puna Korero: Journal of Maori and Pacific Development, 7(1): 22–34. 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{houia-roberts_my_2006,\n\ttitle = {My {Journey} with te reo {Maori}: {From} {Primary} {Schooling} in the {Mid} 20th {Century} to {Retirement} from {Full}-time {Academic} {Service} in the {Early} {Years} of the 21st. {Century}},\n\tvolume = {7},\n\tissn = {1175-3099},\n\tshorttitle = {My {Journey} with te reo {Maori}},\n\tabstract = {This is not an academic article in the traditional sense. It is a personal account of my experiences, as a first language speaker of te reo Maori, of New Zealand's educational system from the middle of the 20th century to the early years of the 21st century, from the early days of my primary schooling, through my service as a teacher, teacher trainer and academic researcher until my retirement from full-time academic service in 2005. A great deal has been written about the ways in which attitudes and approaches to te reo Maori have changed over that period of time but very little has been written about how it felt to be part of these changes. Our society is based on facts and feelings. If our mokopuna are to understand the fabric of our society, they need to have access to feelings as well as to facts. In this paper, weft and warp, facts and feelings, are woven together. This personal account is dedicated to our mokopuna, to all of our mokopuna, whatever their origin and whatever their colour. The future of our society depends upon their understanding.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Houia-Roberts, Ngaere},\n\tyear = {2006},\n\tkeywords = {Assimilation (Sociology), Bilingual, Education, Elementary–Curricula, History, Indigenous peoples–Cultural assimilation, Language and languages–Study and teaching, Maori (New Zealand people), Maori (New Zealand people)–Education, Maori language–Study and teaching, Native Language And Education},\n\tpages = {22--34},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Attitudes.\n \n \n \n \n\n\n \n Edwards, J.\n\n\n \n\n\n\n Elsevier Ltd, 2006.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{edwards_language_2006,\n\ttitle = {Language {Attitudes}},\n\turl = {?},\n\tabstract = {Attitudes are central features of social psychological life generally, and they underpin all sorts of judgments. Language attitudes form an important subset here – and a particularly interesting one, inasmuch as points of view that are clearly social constructions are commonly mistaken for ‘facts’; thus, our reactions to linguistic variants often rest upon (strongly held) beliefs that some things are right and some are wrong, that some dialects are ‘correct,’ others substandard. Illuminating some of the gloom here is important, as is the more fine-grained analysis of the dynamics of accent and dialect ranking.},\n\tlanguage = {eng},\n\tpublisher = {Elsevier Ltd},\n\tauthor = {Edwards, J.},\n\tyear = {2006},\n\tkeywords = {Accent, Attitude, Belief, Black English, Covert Prestige, Dialect, Disadvantage, Gender, Language Attitudes, Language acquisition, Linguistic Accommodation, Minority Group Reaction, Nonstandard Varieties, Prejudice, Prestige, Received Pronunciation, Speech Evaluation, Standard Varieties, Stereotypes, Substandard Varieties, status},\n}\n\n

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@techreport{te_puni_kokiri_te_2006,\n\ttitle = {Te {Oranga} o te {Reo} {Māori} 2006. {The} {Health} of the {Māori} {Language} in 2006},\n\tauthor = {{Te Puni Kōkiri}},\n\tyear = {2006},\n}\n\n

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@techreport{te_taura_whiri_i_te_reo_maori_ma_2006,\n\ttitle = {Mā {Te} {Reo} {Evaluation} {Report}},\n\tauthor = {{Te Taura Whiri i te Reo Māori}},\n\tyear = {2006},\n}\n\n

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@article{may_addressing_2006,\n\ttitle = {Addressing the {Context} and {Complexity} of {Indigenous} {Language} {Revitalization}},\n\tvolume = {5},\n\turl = {http://www.tandfonline.com/doi/abs/10.1207/s15327701jlie0504_3},\n\tdoi = {10.1207/s15327701jlie0504_3},\n\tabstract = {[A response to Nancy Hornberger's "Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts," Journal of Language, Identity, and Education, 2006, 5, 4, 277-292.] This response discusses six key themes that emerge, either explicitly or implicitly, from Nancy Hornberger's exemplary analysis of the challenges facing indigenous language revitalization initiatives, particularly as they are currently expressed and implemented in three key indigenous language education contexts - Quechua in the South American Andes; Guarani in Paraguay and Maori in Aotearoa/New Zealand. These themes include, first, the importance of recognizing the wider social and political contexts within which indigenous revitalization initiatives are invariably situated. Second, it requires a related recognition of the internationalism of these initiatives. Third, any academic analysis of indigenous language revitalization requires, or at least must benefit from, an interdisciplinary approach, as exemplified by Hornberger's own analysis. Fourth, Hornberger's continua of biliteracy provides a sufficiently robust framework to explore the complexities and interrelationships inevitably involved in the articulation of language revitalization efforts, as well as how individuals and groups are situated in relation to those efforts. Fifth, the ongoing challenges and tensions inherent in indigenous language revitalization efforts need to continue to be discussed candidly, in order for them to be seriously addressed and, where possible, resolved. And finally, the importance of recognizing and including the voices of those centrally involved in these initiatives, as Hornberger again does, is a crucial feature, as well as a reflection of the inclusive, emancipatory aims of indigenous language revitalization itself. Adapted from the source document},\n\tlanguage = {eng},\n\tnumber = {4},\n\tjournal = {Journal of Language, Identity, and Education},\n\tauthor = {May, Stephen},\n\tyear = {2006},\n\tnote = {primary},\n\tkeywords = {4122, Applied Linguistics, Article, Bilingual Education, Bilingual Education (08750), Bilingualism, Indigenous Languages (35320), Language Planning (43400), Language Policy (43450), Language Revitalization (43630), New Zealand (57650), Polynesian Languages (66550), Social Factors (79910)},\n\tpages = {301--308},\n}\n\n

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@article{humpage_inclusive_2006,\n\ttitle = {An ‘inclusive’ society: a ‘leap forward’ for {Māori} in {New} {Zealand}?},\n\tvolume = {26},\n\tissn = {0261-0183, 1461-703X},\n\tshorttitle = {An ‘inclusive’ society},\n\turl = {http://csp.sagepub.com/content/26/1/220},\n\tdoi = {10.1177/0261018306059773},\n\tabstract = {Existing literature, which has emerged largely from Europe and Britain, suggests that the concepts of social exclusion and inclusion are fundamentally limited when accounting for ‘difference’. This paper extends this literature by considering the way in which a social exclusion/inclusion discourse has played out in a ‘white settler’ society where the ‘difference’ embodied by the highly ‘excluded’ indigenous population is a central concern for social policy. The paper argues that the goal of an ‘inclusive society’, which has framed New Zealand social policy since 1999, promotes an equal opportunity approach that sits in tension with the specific needs and rights of MØaori as indigenous peoples and partners in the 1840 Treaty of Waitangi. The ambiguous consequences of this goal highlight the need for settler societies to develop policy that reflects their own socio-political circumstances, rather than simply adopt policy discourses that are popular internationally.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2015-12-22},\n\tjournal = {Critical Social Policy},\n\tauthor = {Humpage, Louise},\n\tmonth = feb,\n\tyear = {2006},\n\tkeywords = {Social Policy, indigenous rights, politics of difference, social exclusion/inclusion},\n\tpages = {220--242},\n}\n\n

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\n \n\n \n \n \n \n \n Communicative Language Teaching Today.\n \n \n \n\n\n \n Richards, J. C\n\n\n \n\n\n\n 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{richards_communicative_2006,\n\ttitle = {Communicative {Language} {Teaching} {Today}},\n\tisbn = {978-0-521-92512-9},\n\tauthor = {Richards, Jack C},\n\tyear = {2006},\n\tpmid = {1937559},\n}\n\n

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@techreport{te_runanga_o_ngati_kahungunu_strategic_2006,\n\ttitle = {Strategic {Plan} for the {Revitalisation} of {Te} {Reo} o {Ngāti} {Kahungunu} 2006-2027. {He} {Mahere} {Rautaki} {Hai} {Haumanu} i {Te} {Reo} o {Ngāti} {Kahungunu} 2006-2027},\n\tauthor = {{Te Rūnanga o Ngāti Kahungunu}},\n\tyear = {2006},\n}\n\n

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@article{selby_language_2006,\n\ttitle = {Language, {Matauranga} {Maori}... and {Technology}?},\n\tvolume = {7},\n\turl = {http://search.informit.com.au/documentSummary;dn=789776526497569;res=IELHSS},\n\tabstract = {In this paper, I report on a research project involving the creation of an e-learning environment for the teaching and learning of an aspect of te reo Maori, that is the preparation of mihi. It was found that learning in the context of an e-learning environment in which anonymity was assured, learners could learn in their own spaces and at their own pace and there was no pressure to perform in front of peers and tutors had the potential to reduce the potentially negative effects of whakama},\n\tnumber = {2},\n\turldate = {2015-12-21},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Selby, Mereana and {others}},\n\tyear = {2006},\n\tkeywords = {Computer-assisted instruction, Language and languages–Computer network resources, Maori (New Zealand people)–Education, Maori language–Study and teaching},\n\tpages = {79},\n}\n\n

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@article{romaine_planning_2006,\n\ttitle = {Planning for the survival of linguistic diversity},\n\tvolume = {5},\n\tissn = {1568-4555},\n\turl = {http://link.springer.com/10.1007/s10993-006-9034-3},\n\tdoi = {10.1007/s10993-006-9034-3},\n\tnumber = {4},\n\tjournal = {Language Policy},\n\tauthor = {Romaine, Suzanne},\n\tmonth = oct,\n\tyear = {2006},\n\tkeywords = {diglossia, intergenerational transmission, language revitalization},\n\tpages = {443--475},\n}\n\n

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@article{nekvapil_language_2006,\n\ttitle = {On {Language} {Management} in {Multinational} {Companies} in the {Czech} {Republic}},\n\tvolume = {7},\n\tissn = {1466-4208},\n\turl = {http://www.tandfonline.com/doi/abs/10.2167/cilp100.0},\n\tdoi = {10.2167/cilp100.0},\n\tnumber = {2-3},\n\tjournal = {Current Issues in Language Planning},\n\tauthor = {Nekvapil, Jiří and Nekula, Marek},\n\tmonth = may,\n\tyear = {2006},\n\tpages = {307--327},\n}\n\n

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@article{kuokkanen_my_2006,\n\ttitle = {"{My} father didn't let them have me": colonialism and the extended family, {Whanau}, in {Patricia} {Grace}'s {Cousins} and {Baby} {No}-{Eyes}},\n\tvolume = {37},\n\tissn = {0004-1327},\n\tshorttitle = {"{My} father didn't let them have me"},\n\tlanguage = {English},\n\tnumber = {4},\n\tjournal = {ARIEL},\n\tauthor = {Kuokkanen, Rauna},\n\tyear = {2006},\n\tkeywords = {8NEWZ, Colonialism–Analysis, Colonialism–Social aspects, Cousins (Novel), Criticism and interpretation, Family relations–Analysis, Family relations–Social aspects, Grace, Maoris–Family, New Zealand, Patricia, Works, Writers–Criticism and interpretation, Writers–Works},\n\tpages = {45},\n}\n\n

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@article{romero-little_honoring_2006,\n\ttitle = {Honoring {Our} {Own}: {Rethinking} {Indigenous} {Languages} and {Literacy}.},\n\tvolume = {37},\n\tissn = {0161-7761},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1525/aeq.2006.37.4.399/abstract},\n\tdoi = {10.1525/aeq.2006.37.4.399},\n\tabstract = {Today Indigenous peoples worldwide are deconstructing Western paradigms, including the clas- sic constructs of literacy connected to alphabet systems, and articulating and constructing their own distinct paradigms based on Indigenous epistemologies and rooted in self-determination and social justice. A vital aspect of these efforts is the “rethinking of our thinking” and a reex- amination of our priorities as a means for reconstituting, reproducing, and validating our own intellectual traditions and cultural knowledge and processes.},\n\tnumber = {4},\n\tjournal = {Anthropology \\& Education Quarterly},\n\tauthor = {Romero-Little, Mary Eunice},\n\tyear = {2006},\n\tpages = {399--402},\n}\n\n

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\n \n\n \n \n \n \n \n Biliterate Practices in the Home: Supporting Indigenous Language Regeneration.\n \n \n \n\n\n \n Hohepa, M.\n\n\n \n\n\n\n Journal of Language, Identity, and Education, 5(4): 293–301. 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hohepa_biliterate_2006,\n\ttitle = {Biliterate {Practices} in the {Home}: {Supporting} {Indigenous} {Language} {Regeneration}},\n\tvolume = {5},\n\tshorttitle = {Biliterate {Practices} in the {Home}},\n\tabstract = {[A response to Nancy Hornberger's "Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts," Journal of Language, Identity, and Education, 2006, 5, 4, 277-292.] In this article I reflect on the significance that Nancy Hornberger's work has had in my roles as an academic \\& mother. I also explain my preference for the term 'indigenous language regeneration' \\& then consider the significant role literacy has in such regeneration. Taking Nancy's position that "implementation of multilingual language policies through multilingual education brings with it choices, dilemmas, \\& even contradictions in educational practice" (Hornberger, p. 277), the importance of Maori language planning \\& language policy implementation not only focusing on formal education but also on home \\& community is highlighted. The article concludes with examples of Maori parents' \\& children's biliterate practices in home bookreading activities, in contrast to the Maori biliterate educational practice Nancy describes in her article. 'Biliteracy' in the sense that Nancy Hornberger has articulated in her work, is conceived as providing tools within sociocultural practices in both formal educational \\& home settings to amplify Maori language regeneration. Adapted from the source document},\n\tlanguage = {eng},\n\tnumber = {4},\n\tjournal = {Journal of Language, Identity, and Education},\n\tauthor = {Hohepa, Margie},\n\tyear = {2006},\n\tkeywords = {4122, Applied Linguistics, Article, Bilingual Education, Bilingualism, Families, Joint Reading, Language Planning, Language Policy, New Zealand, Polynesian Languages, language revitalization},\n\tpages = {293--301},\n}\n\n

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\n \n\n \n \n \n \n \n From Language Planning to Language Management: J. V. Neustupny's Heritage.\n \n \n \n\n\n \n Nekvapil, J. Y\n\n\n \n\n\n\n Media and Communication Studies. 2006.\n \n\n\n\n
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@article{nekvapil_language_2006,\n\ttitle = {From {Language} {Planning} to {Language} {Management}: {J}. {V}. {Neustupny}'s {Heritage}},\n\tjournal = {Media and Communication Studies},\n\tauthor = {Nekvapil, Ji Y},\n\tyear = {2006},\n\tkeywords = {Language Planning},\n}\n\n

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@article{breinig_alaskan_2006,\n\ttitle = {Alaskan {Haida} {Stories} of {Language} {Growth} and {Regeneration}},\n\tvolume = {30},\n\tissn = {0095-182X},\n\turl = {http://eric.ed.gov/?id=EJ750453},\n\tabstract = {In this article, the author talks about the decline of fluent Alaskan Haida speakers. She features her mother's story as an example of why the Haida language is "on the brink." English language fluency as a tool for Indigenous survival is common to Native peoples, as is the desire to see languages flourish again. Alaskan Haidas recognized how the steady onslaught of immigrants moving into Alaska beginning in the early 1900s led to rapid cultural and economic change for all Natives. As a survival tool, English language use came to dominate daily life, and the Haida language moved toward a steady decline. Among other things, she discusses language workshops as means of language restoration. (Contains 7 notes.)},\n\tlanguage = {en},\n\turldate = {2016-07-21},\n\tjournal = {American Indian Quarterly},\n\tauthor = {Breinig, Jeane},\n\tyear = {2006},\n\tkeywords = {Alaska Natives, Economic Change, English (Second Language), Folk Culture, Immigrants, Indigenous Knowledge, Language Fluency, Language Maintenance, Language Skill Attrition, Traditionalism},\n\tpages = {110--118},\n}\n\n

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@article{macalister_maori_2006,\n\ttitle = {The {Maori} presence in the {New} {Zealand} {English} lexicon, 1850–2000: {Evidence} from a corpus-based study},\n\tvolume = {27},\n\tshorttitle = {The {Maori} presence in the {New} {Zealand} {English} lexicon, 1850–2000},\n\turl = {http://www.ingentaconnect.com/content/jbp/eww/2006/00000027/00000001/art00001},\n\tnumber = {1},\n\turldate = {2015-12-01},\n\tjournal = {English World-Wide},\n\tauthor = {Macalister, John},\n\tyear = {2006},\n\tpages = {1--24},\n}\n\n

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@phdthesis{matamua_te_2006,\n\ttitle = {Te {Reo} {Pāho}. {Māori} {Radio} and {Language} {Revitalisation}},\n\tauthor = {Matamua, Rangiānehu},\n\tyear = {2006},\n\tkeywords = {Comparative analysis, Ethnic radio broadcasting, History, Language revitalisation, Maori, Maori language, Radio, Te Reo Paho Project, Te reo Maori, Tuhoe},\n}\n\n

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@phdthesis{tamarua_pathways_2006,\n\ttitle = {Pathways to {Literacy} and {Transitions} to {School}: {Enabling} incorporation and developing awareness of literacy},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/277},\n\tabstract = {This study examines children's development and incorporation of literacy expertise across multiple sites and the transitions to school by four Māori preschool children, their whānau (families) and their teachers in Aotearoa/New Zealand. This study is embedded in a Kaupapa Māori framework of understanding and explaining teaching and learning processes across multiple sites of learning for children whose practices reflect ways of being and acting Māori. Descriptions of teaching and learning processes are also explained utilising a co-constructivist theoretical framework. These descriptions and explanations focus on the psychological processes of learning and development that children, whānau and teachers' engage in their practice. A two phase case study design was employed that examines the teaching and learning processes of literacy across multiple sites. The first phase provides qualitative data that describes and explains how the different sorts of literacy and language activities are co- constructed by whānau and children. The ways by which literacy activities are constructed are inherent in parents ideas about teaching and learning reflected out of their diverse pedagogical practices. The distinct pedagogical practices also highlight the multiple pathways to learning that children developed and experienced in becoming an expert. This study also reported the influence of early educational settings as alternative and multiple contexts by which learning is organised and constructed. The different contexts provided families with specific ideas and practices about the teaching and learning process. The second phase of the study provides descriptions of how children's literacy expertise was incorporated into classroom literacy and language activities. This phase of the study examines how teachers provided opportunities by which children's literacy expertise was incorporated into classroom activities. This study reported incidents where incorporation of children's level of literacy expertise was enhanced while other children's literacy expertise was discouraged in classroom activities. The significance of the reported differences of incorporation was provided from teacher's ideas and beliefs about children's literacy expertise upon entry to school. The study showed how teacher's ideas reflected the way that they organised and constructed literacy activities. Teacher's ideas also reflected their awareness of the diversity of children's literacy expertise. The earlier phase of this study examined the multiple ways and multiple contexts by which children learn and develop literacy expertise. Incorporation of children's literacy expertise into classroom activities was determined by the degree to which teachers made connections that resonated children's expertise. This was also determined by teacher's instructional practices in the context of the classroom environment. The implications of this study make important contributions to pedagogical practices for teachers in classroom environments. The descriptions and explanations reported in this study highlight the complexities of teaching and learning for children of diverse cultural and language communities.},\n\tauthor = {Tamarua, Lavinia Tina},\n\tyear = {2006},\n\tkeywords = {Biculturalism, Child development, Children, Classroom Environment, Kura kaupapa Maori, Learning processes, Literacy, Maori Culture, Maori language, Maori medium education, Preschool Children, Preschool primary transition, Te Reo Maori curriculum, Teacher Attitudes, Transition to primary school, Whanau, maori education},\n}\n\n

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\n \n\n \n \n \n \n \n The Teaching and Learning of te reo Maori in a Higher Education Context: Intensive Fast Track Immersion Versus Gradual Progressive Language Exposure.\n \n \n \n\n\n \n Nock, S.\n\n\n \n\n\n\n He Puna Korero: Journal of Maori and Pacific Development, 7(1): 48–62. 2006.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{nock_teaching_2006,\n\ttitle = {The {Teaching} and {Learning} of te reo {Maori} in a {Higher} {Education} {Context}: {Intensive} {Fast} {Track} {Immersion} {Versus} {Gradual} {Progressive} {Language} {Exposure}},\n\tvolume = {7},\n\tissn = {1175-3099},\n\tshorttitle = {The {Teaching} and {Learning} of te reo {Maori} in a {Higher} {Education} {Context}},\n\tabstract = {I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Maori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Maori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Maori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Nock, Sophie},\n\tyear = {2006},\n\tkeywords = {Bilingual, Education, Immersion Method (Language Teaching), Language and languages–Study and teaching, Maori (New Zealand people)–Education, Maori (New Zealand people)–Education (Higher), Maori language–Study and teaching, Native Language And Education},\n\tpages = {48--62},\n}\n\n

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@article{hornberger_voice_2006,\n\ttitle = {Voice and {Biliteracy} in {Indigenous} {Language} {Revitalization}: {Contentious} {Educational} {Practices} in {Quechua}, {Guarani}, and {Māori} {Contexts}},\n\tvolume = {5},\n\tissn = {1534-8458},\n\tshorttitle = {Voice and {Biliteracy} in {Indigenous} {Language} {Revitalization}},\n\turl = {http://repository.upenn.edu/cgi/viewcontent.cgi?article=1151&context=gse_pubs},\n\tdoi = {10.1207/s15327701jlie0504_2},\n\tabstract = {This article considers instances of biliterate educational practice in contexts of indigenous language revitalization involving Quechua in the South American Andes, Guarani in Paraguay, and Māori in Aotearoa/NewZealand. In these indigenous contexts of sociohistorical and sociolinguistic oppression, the implementation of multilingual language policies through multilingual education brings with it choices, dilemmas, and even contradictions in educational practice. I consider examples of such contentious educational practices from an ecological perspective, using the continua of biliteracy and the notion of voice as analytical heuristics. I suggest that the biliterate use of indigenous children's own or heritage language as medium of instruction alongside the dominant language mediates the dialogism, meaning-making, access to wider discourses, and taking of an active stance that are dimensions of voice. Indigenous voices thus activated can be a powerful force for both enhancing the children's own learning and promoting the maintenance and revitalization of their languages.},\n\tnumber = {4},\n\tjournal = {Journal of Language, Identity \\& Education},\n\tauthor = {Hornberger, Nancy H.},\n\tyear = {2006},\n\tpages = {277--292},\n}\n\n

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@article{wetzel_neshnabemwen_2006,\n\ttitle = {Neshnabemwen {Renaissance}: {Local} and {National} {Potawatomi} {Language} {Revitalization} {Efforts}},\n\tvolume = {30},\n\tissn = {1534-1828},\n\turl = {http://www.jstor.org/stable/4138912},\n\tdoi = {10.1353/aiq.2006.0012},\n\tabstract = {Shortly after noon on Saturday at the 2004 Gathering of the Potawatomi Nation, hosted by the Citizen Potawatomi Nation, I left the language seminar coordinated by Justin Neely, a Citizen Potawatomi member and the Hannahville Indian School's new Potawatomi language teacher, and Don Perrot, a Prairie Band Potawatomi member. During the well-attended session friends visited with one another as they learned to introduce themselves, ask basic questions, and offer thanks. Reflecting on dialect differences, I asked several elders about two terms to express thanks: megwetch and wawana. The first elder with whom I talked, a member of the Pokagon Band of Potawatomi Indians, smiled at my query. He responded that wawana is the correct way to offer thanks in Potawatomi and that megwetch is actually borrowed from Ojibwa. The next person I visited, a Forest County Potawatomi Community elder, explained megwetch is a Potawatomi term and suggested people from the southern tribes might say wawana due to the influence of Odawa speakers in their region. Later that evening, I posed the same question to a friend from the Prairie Band Potawatomi Nation. She replied succinctly with a question of herown: So long as people are speaking the language, what difference does it make? Rosemary Feal, executive director of the Modern Language Association, describes the challenge of language preservation in America: "The United States is where languages come to die." She continues: "We often see the first generation speaks [a language] but by the third generation their children may know only a few words." While language decline is a modal experience in many immigrant and ethnic communities, the situation for Native nations seems particularly bleak. Census Bureau data indicate 72.6 percent of Native Americans over age eighteen spoke only English in 1980, increasing to 76.2 percent by 1990. Although such numbers could reasonably be interpreted as evidencing a decline in tribal languages, countervailing trends are present. Citing an increase in the number of Indians who spoke English poorly between 1980 and 1990, Rodney L. Brod and John M. Mcquiston infer "native language use as a sole vehicle of communication may actually be increasing (or at least maintaining), not decreasing." Further, organizations have been founded to document and teach Indigenous languages, a number of tribes have crafted ambitious language policies, and Congress approved the Native American Languages Act in 1990. It is precisely these efforts at invigorating Indigenous languages generally, and Neshnabemwen specifically, that are of interest to this study. In this article I examine the current status of the Potawatomi language, describe tribal and national language revitalization projects and programs, and consider the implications of these endeavors.},\n\tnumber = {1},\n\tjournal = {American Indian Quarterly},\n\tauthor = {Wetzel, Christopher},\n\tyear = {2006},\n\tpages = {61--86},\n}\n\n

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\n \n\n \n \n \n \n \n Language Practices, Preferences and Policies: Contrasting Views of Pakeha, Maori, Pasifika and Asian students.\n \n \n \n\n\n \n Barkhuizen, G.; Knoch, U.; and Starks, D.\n\n\n \n\n\n\n Journal of Multilingual and Multicultural Development, 27(5): 375–391. 2006.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{barkhuizen_language_2006,\n\ttitle = {Language {Practices}, {Preferences} and {Policies}: {Contrasting} {Views} of {Pakeha}, {Maori}, {Pasifika} and {Asian} students},\n\tvolume = {27},\n\tissn = {0143-4632},\n\tshorttitle = {Language {Practices}, {Preferences} and {Policies}},\n\tdoi = {10.2167/jmmd450.1},\n\tabstract = {Although the majority of New Zealanders speak English, and only English, the 1987 Maori Language Act and immigration from both Asia and the Pacific have had a significant impact on New Zealand society. Because increasing numbers of children are entering school with limited English language ability, students are arguably the group with the most exposure to New Zealand's changing social and linguistic demography. Yet little is known about how these emerging members of New Zealand society view the languages within their midst, and the effect of ethnicity on their views. This paper examines the language attitudes, preferences and language use of intermediate and high school students from various ethnic backgrounds. The findings point to a society where ethnicity plays a strong role in language preferences, and where students from the dominant ethnic group, New Zealand European, show conservative views on multilingualism. After discussing how these findings highlight issues of language diversification within the New Zealand context, we conclude that students can serve as a useful resource both for understanding language issues and for informing language policy in the New Zealand context.},\n\tnumber = {5},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Barkhuizen, Gary and Knoch, Ute and Starks, Donna},\n\tyear = {2006},\n\tkeywords = {Ethnic Diversity, Language Attitudes, Language In Education, Language Policy, New Zealand},\n\tpages = {375--391},\n}\n\n

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\n \n\n \n \n \n \n \n WIPCE 2005.\n \n \n \n\n\n \n o Aotearoa., T. W.\n\n\n \n\n\n\n Te Wānanga o Aotearoa,, Hamilton, N.Z. :, 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{te_wananga_o_aotearoa._wipce_2005,\n\taddress = {Hamilton, N.Z. :},\n\ttitle = {{WIPCE} 2005.},\n\tpublisher = {Te Wānanga o Aotearoa,},\n\tauthor = {Te Wānanga o Aotearoa.},\n\tyear = {2005},\n}\n\n

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\n \n\n \n \n \n \n \n A grammar and dictionary of the Samoan language : with English and Samoan vocabulary.\n \n \n \n\n\n \n New Zealand Electronic Text Centre., G.; and Pratt\n\n\n \n\n\n\n New Zealand Electronic Text Centre,, [Wellington] :, 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand_electronic_text_centre._grammar_2005,\n\taddress = {[Wellington] :},\n\ttitle = {A grammar and dictionary of the {Samoan} language : with {English} and {Samoan} vocabulary},\n\tshorttitle = {A grammar and dictionary of the {Samoan} language},\n\tpublisher = {New Zealand Electronic Text Centre,},\n\tauthor = {New Zealand Electronic Text Centre., George and {Pratt}},\n\tyear = {2005},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Māori Intergenerational Language Transmission.\n \n \n \n\n\n \n Chrisp, S.\n\n\n \n\n\n\n International Journal of the Sociology of Language, 172: 149–81. 2005.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{chrisp_maori_2005,\n\ttitle = {Māori {Intergenerational} {Language} {Transmission}},\n\tvolume = {172},\n\tissn = {0165-2516},\n\tdoi = {10.1515/ijsl.2005.2005.172.149},\n\tabstract = {Te Puni Kōkiri [Ministry of Māori Development] undertook qualitative research into the factors that support or hinder the intergenerational transmission of the Māori language among Māori families premised on the notion that this is the cornerstone of the overall revitalization of Māori. The research was undertaken in four communities that reflect the diverse realities of Māori life; fifty Māori parents participated in eight focus groups over a two-month period. The research participants were asked various questions about their knowledge and use of Māori in family situations. The research was organized around four key themes: – language knowledge: parents must have sufficient knowledge of the language and confidence in their abilities; – situation: certain environmental factors encourage or hinder the use of Māori;{\\textbackslash}textless - motivation: parents must want or need to speak and transmit Māori to future generations; and – critical awareness: parents should be aware of the decisions they can make about the transmission of Māori to their children, and the consequences thereof. There is significant overlap between the four factors and their various subcomponents. In reality, they are inextricably and organically linked in any individual. However, they have been arbitrarily divided here for the purposes of this report.},\n\tlanguage = {English},\n\tjournal = {International Journal of the Sociology of Language},\n\tauthor = {Chrisp, Steven},\n\tyear = {2005},\n\tkeywords = {5610, Article, Cross-Generational Communication, Cultural Factors (16500), Families (23820), Language Revitalization (43630), Language Revival, Language Use (44610), Learning Environment (45880), Linguistic Competence (47400), Maori language, Motivation (55580), Polynesian Languages (66550), Sociolinguistics},\n\tpages = {149--81},\n}\n\n

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\n \n\n \n \n \n \n \n \n Māori-medium Education: Current Issues and Challenges.\n \n \n \n \n\n\n \n May, S.; and Hill, R.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism, 8(5): 377–403. September 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Māori-medium$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{may_maori-medium_2005,\n\ttitle = {Māori-medium {Education}: {Current} {Issues} and {Challenges}},\n\tvolume = {8},\n\tissn = {1367-0050, 1747-7522},\n\tshorttitle = {Māori-medium {Education}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050508668621},\n\tdoi = {10.1080/13670050508668621},\n\tabstract = {This paper summarises the key issues and challenges that have emerged from a recent major report by the authors on Māori-medium education in Aotearoa/New Zealand. The discussion is situated within a wider international analysis of bilingual/immersion programmes, including heritage language programmes for indigenous peoples. Key issues explored in the paper include the negotiation of, and occasional tension between, the wider goals of indigenous Māori language revitalisation and the successful achievement of bilingualism and biliteracy in Māori-medium educational contexts. Issues to do with current pedagogy, staffing and resourcing of Māori-medium programmes are also examined. The paper concludes with suggestions for the ongoing development and extension of Māorimedium education.},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2015-12-22},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {May, Stephen and Hill, Richard},\n\tmonth = sep,\n\tyear = {2005},\n\tkeywords = {Academic Achievement, Biliteracy, Heritage Language Programmes, Immersion Education, Māori-Medium Education},\n\tpages = {377--403},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language in its social context.\n \n \n \n \n\n\n \n Spolsky, B.\n\n\n \n\n\n\n Journal of Baltic Studies, 36(3): 254–272. September 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{spolsky_language_2005,\n\ttitle = {Language in its social context},\n\tvolume = {36},\n\tissn = {0162-9778},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01629770500000091},\n\tdoi = {10.1080/01629770500000091},\n\tnumber = {3},\n\tjournal = {Journal of Baltic Studies},\n\tauthor = {Spolsky, Bernard},\n\tmonth = sep,\n\tyear = {2005},\n\tpages = {254--272},\n}\n\n

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\n \n\n \n \n \n \n \n \n The development of Maori vocabulary.\n \n \n \n \n\n\n \n Keegan, P.\n\n\n \n\n\n\n Languages of New Zealand,131–148. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{keegan_development_2005,\n\ttitle = {The development of {Maori} vocabulary},\n\turl = {https://books.google.co.nz/books?hl=en&lr=&id=JVlug5Vn2eUC&oi=fnd&pg=PA131&dq=Covert+Attitudes+to+Maori+Harlow,+Ray+Harlow,+Ray&ots=fdr4p1JDDj&sig=IJpAx2JnPPzPTsVoj0gGozVD9gc},\n\turldate = {2015-11-30},\n\tjournal = {Languages of New Zealand},\n\tauthor = {Keegan, P.},\n\tyear = {2005},\n\tpages = {131--148},\n}\n\n

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\n \n\n \n \n \n \n \n \n Deconstructing the instrumental/identity divide in language policy debates.\n \n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n In pages 12, 2005. University of Waikato\n \n\n\n\n
\n\n\n\n \n \n $\"Deconstructing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@inproceedings{may_deconstructing_2005,\n\ttitle = {Deconstructing the instrumental/identity divide in language policy debates},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/3234},\n\tabstract = {Debates about language and literacy policies are increasingly constructed at national levels in relation to their potential contribution to the ‘knowledge economy’, and to the ability of nation-states to compete economically in an increasingly globalised world. Invariably, this instrumental approach to language privileges the role of English as the current world language. Thus, in contexts where English is not spoken as a first language, English is increasingly viewed as the most important and/or useful additional language. In English-dominant contexts, monolingualism in English is seen as being a sufficient, even an ideal language model, while literacy in English comes to stand for literacy (and related social mobility) per se. Where other languages are countenanced at all in these latter contexts, the instrumentalist approach continues to dominate, with so-called international and/or trading languages being constructed as the languages other than English most worth learning, or perhaps even as the only other languages worth learning. The growing dominance of economistic, instrumental approaches to language policy, and the valorisation of English that is associated with them, clearly militate against ongoing individual and societal multilingualism. The languages most at risk here are so-called minority languages, particularly indigenous languages. In the new globalised world dominated by English, and where the perceived ‘usefulness’ of language is elided with language value, such languages are increasingly constructed as having neither. This paper deconstructs and critiques this positioning of indigenous and other minority languages, along with the wider instrumentality of much language and literacy policy of which it forms a part. In light of this, it also explores how such languages can be actively, justifiably and effectively maintained and promoted, particularly in English-dominant contexts},\n\tpublisher = {University of Waikato},\n\tauthor = {May, Stephen},\n\tyear = {2005},\n\tkeywords = {Identity, Indigenous languages, Language Policy, New Zealand, Wales, language rights, minority languages},\n\tpages = {12},\n}\n\n

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\n \n\n \n \n \n \n \n \n The influence of cultural identity on willingness to pay values in contingent valuation surveys.\n \n \n \n \n\n\n \n Awatere, S.\n\n\n \n\n\n\n IDEAS Working Paper Series from RePEc. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@article{awatere_influence_2005,\n\ttitle = {The influence of cultural identity on willingness to pay values in contingent valuation surveys},\n\turl = {http://ageconsearch.umn.edu/handle/98522},\n\tabstract = {Current New Zealand resource management legislation requires local government actively recognise and take into account Maori values in resource management planning. This means the decision process and participants must interact with evidence based on Maori epistemologies. The Maori world-view is holistic in nature in that it embodies historical, environmental, and spiritual values, as well as modern experiences. Concerns arise for Maori communities when planners and developers utilise economic tools such as willingness to pay surveys to determine the total value of a proposed project. Other concerns are caused by surveys that ask a participant "are you Maori" and fail to recognise the diverse realities that exist for Maori. This paper draws from a survey of 700 respondents to identify the extent to which current conventional Contingent Valuation methodologies can measure changes in the environment where the response is culturally influenced. The influence of culture on willingness to pay decisions will be investigated using a measure of Maori identity. These cultural indicators involve assessing an individual's commitment and involvement in Maori cultural issues including: Te Reo (Maori language), whanau, other Maori, whakapapa (genealogy) and tikanga (Maori world view).},\n\tlanguage = {eng},\n\tjournal = {IDEAS Working Paper Series from RePEc},\n\tauthor = {Awatere, Shaun},\n\tyear = {2005},\n\tkeywords = {Ideas.Repec.Org/P/Ags/Nzar05/98522.Html},\n}\n\n

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\n \n\n \n \n \n \n \n \n Seven hundred million to one: Personal action in reversing language shift.\n \n \n \n \n\n\n \n Dauenhauer, R. L.\n\n\n \n\n\n\n Études/Inuit/Studies, 29(1-2): 267–284. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Seven$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{dauenhauer_seven_2005,\n\ttitle = {Seven hundred million to one: {Personal} action in reversing language shift},\n\tvolume = {29},\n\tissn = {0701-1008},\n\turl = {https://www.erudit.org/revue/etudinuit/2005/v29/n1-2/013945ar.pdf},\n\tdoi = {10.7202/013945ar},\n\tabstract = {Seven hundred million to one: Personal action in reversing language shift. The paper considers what influence a single person can have on language survival and transmission of knowledge, comparing and contrasting the situation of large languages such as Putonghua (traditionally called Mandarin Chinese, with 700 million speakers) and small languages such as Eyak with as few speakers as one. It examines the delights and dilemmas of such work, the practical results (such as texts and documents) and the spiritual rewards (mostly satisfaction), drawing examples from our own work of the last 35 years with Tlingit, and from the work of colleagues, especially Michael Krauss, in the context of a volume celebrating his 70th birthday and 45 years of work on behalf of Alaska Native languages and endangered indigenous languages around the world, especially in the circumpolar north. The paper is by design an informal and non-technical address to the general reader, especially members of communities whose indigenous languages are endangered.},\n\tnumber = {1-2},\n\tjournal = {Études/Inuit/Studies},\n\tauthor = {Dauenhauer, Richard L.},\n\tyear = {2005},\n\tkeywords = {Achievement, Anguish a powerful factor against language revival, Conceptual thinking, Individual influence, Intellectual Satisfaction, Language survival, Language transmission, Life Changing, Literature making a difference, Mārama Pū / Critical Awareness, Oversimplification barrier to language health, Personal action, Preserving through culture, Preserving through documents, Preserving through tradition, Racism biggest barrier to language survival, Reversing language shift, Spiritual pleasure, Surrogate survivors of language, Treasure of knowledge, Understanding Unfamiliar culture, Utilitarian value placed on language},\n\tpages = {267--284},\n}\n\n

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\n \n\n \n \n \n \n \n \n From literacy in Māori to biliteracy in Māori and English: A community and school transition programme.\n \n \n \n \n\n\n \n Glynn, T.; Berryman, M.; Loader, K.; and Cavanagh, T.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism, 8(5): 433–454. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"From$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{glynn_literacy_2005,\n\ttitle = {From literacy in {Māori} to biliteracy in {Māori} and {English}: {A} community and school transition programme},\n\tvolume = {8},\n\tshorttitle = {From literacy in {Māori} to biliteracy in {Māori} and {English}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050508668623},\n\tnumber = {5},\n\turldate = {2015-12-21},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Glynn, Ted and Berryman, Mere and Loader, Kura and Cavanagh, Tom},\n\tyear = {2005},\n\tpages = {433--454},\n}\n\n

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\n \n\n \n \n \n \n \n \n Challenges lie ahead for MTS in the Aotearoa public sphere.\n \n \n \n \n\n\n \n Paul, J.\n\n\n \n\n\n\n Pacific Journalism Review, 11(1): 42–47. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Challenges$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{paul_challenges_2005,\n\ttitle = {Challenges lie ahead for {MTS} in the {Aotearoa} public sphere},\n\tvolume = {11},\n\turl = {http://search.informit.com.au/documentSummary;dn=128082451642032;res=IELNZC},\n\tabstract = {As the Maori Television Service (MTS) celebrates its first year on air, it is easy to forget the long and at times painful struggle to get there, the aspirations of those who have worked in, consulted, wrote, and protested their way through the various incarnations of Maori broadcast- ing. The incarnations include Maori programming on mainstream television, Aotearoa Television, the Electoral College, Te Manu Aute, Nga Aho Whakaari, MTS legislation and the exhaustive process of building a new channel for all New Zealanders. We pay homage to those who have gone before and their passion to see Maori Television for and by Maori, to hear our Reo, tell our stories and to bring our way of life to all New Zealanders.},\n\tnumber = {1},\n\tjournal = {Pacific Journalism Review},\n\tauthor = {Paul, Joanna},\n\tyear = {2005},\n\tpages = {42--47},\n}\n\n

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\n \n\n \n \n \n \n \n \n eLearning Supporting The Revitalisation of the Maori Language.\n \n \n \n \n\n\n \n Royal, A.\n\n\n \n\n\n\n In World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, volume 2005, pages 2664–2667, 2005. \n \n\n\n\n
\n\n\n\n \n \n $\"eLearning$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@inproceedings{royal_elearning_2005,\n\ttitle = {{eLearning} {Supporting} {The} {Revitalisation} of the {Maori} {Language}},\n\tvolume = {2005},\n\turl = {http://www.editlib.org/p/21602/},\n\tabstract = {Abstract: This paper is a brief description of the activities of Te Ako Hikohiko, an eLearning Research project which seeks to investigate new techniques in learning the Maori Language online, particularly for formal speechmaking (Mihimihi). Along with new techniques such as the use of mobile technologies, Te Ako Hikohiko seeks to describe a model for developing online teaching environments that supports traditional cultural practices.},\n\turldate = {2015-12-21},\n\tbooktitle = {World {Conference} on {E}-{Learning} in {Corporate}, {Government}, {Healthcare}, and {Higher} {Education}},\n\tauthor = {Royal, Antony},\n\tyear = {2005},\n\tpages = {2664--2667},\n}\n\n

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\n \n\n \n \n \n \n \n In Search of the Missing Maori Links-Maintaining Both Ethnic Identity and Linguistic Integrity in the Revitalization of the Maori Language.\n \n \n \n\n\n \n Mutu, M.\n\n\n \n\n\n\n International Journal of the Sociology of Language, 172: 117–132. 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{mutu_search_2005,\n\ttitle = {In {Search} of the {Missing} {Maori} {Links}-{Maintaining} {Both} {Ethnic} {Identity} and {Linguistic} {Integrity} in the {Revitalization} of the {Maori} {Language}},\n\tvolume = {172},\n\tabstract = {For Maori, the correct answer to the question "Who are you?" for any individual lies in the formulaic sayings of each of his or her own extended family \\& tribal groupings whose ancestral lands \\& waterways are located throughout Aotearoa/New Zealand. Genealogy is also an important \\& highly prized means of identification. In this article the saying of Te Whanau Moana group of extended families (hapu) of Karikari in the far northern region of the country is explained as an example. Given that such sayings are always expressed in Maori, the question arises as to how children whose parents \\& teachers are not good speakers of Maori will fare in terms of identity. Difficulties in the Maori language of teachers \\& children in Maori-language immersion preschools \\& schools (kohanga reo \\& kura kaupapa Maori) are identified as grammar-related. Solutions are suggested whereby the grammar of second-language learners can be improved. 1 Appendix, 10 References. Adapted from the source document},\n\tlanguage = {eng},\n\tjournal = {International Journal of the Sociology of Language},\n\tauthor = {Mutu, Margaret},\n\tyear = {2005},\n\tkeywords = {5610, Article, Cultural Identity (16570), Grammar Instruction (28550), Language Culture Relationship (42150), Language Revitalization (43630), Linguistic Competence (47400), New Zealand (57650), Polynesian Languages (66550), Second Language Learning (75850), Sociolinguistics},\n\tpages = {117--132},\n}\n\n

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\n \n\n \n \n \n \n \n \n Tribal Languages and the Challenges of Revitalization.\n \n \n \n \n\n\n \n Sims, C. P\n\n\n \n\n\n\n Anthropology & Education Quarterly, 36(1): 104–106. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Tribal$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{sims_tribal_2005,\n\ttitle = {Tribal {Languages} and the {Challenges} of {Revitalization}},\n\tvolume = {36},\n\tissn = {0161-7761},\n\turl = {http://indigenousuprising.com/pdfs/research-immersion-pdfs/Tribal Languages and the Challenges of Revitalization .pdf},\n\tdoi = {10.1525/aeq.2005.36.1.104},\n\tabstract = {Although school- and university-based language programs can help strengthen threatened Indigenous languages, language revitalization at its heart involves reestablishing tradi- tionalfunctions of language use in the context of everyday speaker interactions. The inherent dynamics of Native oral language traditions suggest the limitations of institutions in sup- porting critical language learning activities that are the key to successful language renewal efforts. [American Indian/Indigenous language revitalization, teaching American Indian languages, Pueblo Indian languages]},\n\tnumber = {1},\n\tjournal = {Anthropology \\& Education Quarterly},\n\tauthor = {Sims, Christine P},\n\tyear = {2005},\n\tkeywords = {American Indian/Indigenous language revitalization, Pueblo Indian languages, teaching American Indian languages},\n\tpages = {104--106},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Ao o te whaikōrero.\n \n \n \n \n\n\n \n Rewi, P.\n\n\n \n\n\n\n , (June). 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{rewi_te_2005,\n\ttitle = {Te {Ao} o te whaikōrero},\n\turl = {http://adt.otago.ac.nz/public/adt-NZDU20060705.121343/},\n\tnumber = {June},\n\tauthor = {Rewi, Poia},\n\tyear = {2005},\n}\n\n

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\n \n\n \n \n \n \n \n \n When School Is Not Enough: New Initiatives in Intergenerational Language Transmission in Wales.\n \n \n \n \n\n\n \n Edwards, V.; and Pritchard Newcombe, L.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism, 8(4): 298–312. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"When$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{edwards_when_2005,\n\ttitle = {When {School} {Is} {Not} {Enough}: {New} {Initiatives} in {Intergenerational} {Language} {Transmission} in {Wales}},\n\tvolume = {8},\n\tshorttitle = {When {School} {Is} {Not} {Enough}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050508668612?journalCode=rbeb20},\n\tabstract = {This paper examines language reproduction in the family in the context of a highly innovative project in Wales, where the Welsh language has been in decline for over a century. Although Welsh-medium schooling has played a pivotal role in slowing \\& even reversing language shift in recent decades, there is mounting evidence of the dangers of over-reliance on education. The Twf (Growth) Project was established in 2002 with funding from the National Assembly for Wales with the aim of raising awareness of the benefits of bilingualism among parents \\& prospective parents. Analysis of interviews with the main stakeholders in the project (managers, the Twf project officers, parents, health workers \\& a range of other partners), publicity materials \\& observations of project staff at work suggests that the achievements of the project lie in two main areas: the recognition of the need for building strong alliances with professional groups \\& organisations that work with families with young children; \\& the development of a marketing strategy appropriate for the target audience. It is argued that the experience of the project will be of interest to those addressing the issue of intergenerational transmission in a range of other minority language settings. 2 Figures, 26 References. Adapted from the source document},\n\tlanguage = {eng},\n\tnumber = {4},\n\turldate = {2016-07-17},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Edwards, Viv and Pritchard Newcombe, Lynda},\n\tyear = {2005},\n\tkeywords = {Applied Linguistics, Article, Bilingual Education, Bilingualism, Endangered Languages, Families, Health Care Practitioners, Language Policy, Wales, Welsh, language revitalization},\n\tpages = {298--312},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Development of an Indigenous Knowledge Program in a New Zealand Maori-Language Immersion School.\n \n \n \n \n\n\n \n Harrison, B.; and Papa, R.\n\n\n \n\n\n\n Anthropology & Education Quarterly, 36(1): 57–72. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{harrison_development_2005,\n\ttitle = {The {Development} of an {Indigenous} {Knowledge} {Program} in a {New} {Zealand} {Maori}-{Language} {Immersion} {School}},\n\tvolume = {36},\n\tissn = {01617761},\n\turl = {http://www.jstor.org/stable/3651309},\n\tdoi = {10.1525/aeq.2005.36.1.057},\n\tabstract = {In 1985, Te Wharekura o Rakaumangamanga initiated a Maori-language immersion program for children ages 5 through 18. In recent years, a program based on Waikato-Tainui tribal epistemology has been incorporated into the language immersion program. This article describes the community context and the language immersion and tribal knowledge programs. We consider the relationship of these programs to individual and tribal self- determination and to theories of minority achievement, particularly the work of John Ogbu.},\n\tnumber = {1},\n\tjournal = {Anthropology \\& Education Quarterly},\n\tauthor = {Harrison, Barbara. and Papa, Rahui},\n\tyear = {2005},\n\tkeywords = {Indigenous Education, Indigenous epistemology, Indigenous language maintenance, New Zealand Mori},\n\tpages = {57--72},\n}\n\n

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\n \n\n \n \n \n \n \n \n Covert attitudes to Māori.\n \n \n \n \n\n\n \n Harlow, R.\n\n\n \n\n\n\n Volume Volume 2005 International Journal of the Sociology of Language, Issue 172 edition, 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Covert$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{harlow_covert_2005,\n\tedition = {Issue 172},\n\ttitle = {Covert attitudes to {Māori}},\n\tvolume = {Volume 2005},\n\turl = {http://thirdworld.nl/covert-attitudes-to-maori},\n\tabstract = {The paper explores the writer's intuition that some practices and opinions, though overtly they may seem to reflect positive attitudes toward Māori, may in fact stem from a implicit “monolingual” attitude essentially inimical to the expressly pursued goal of the maintenance of the language.},\n\turldate = {2015-11-30},\n\tpublisher = {International Journal of the Sociology of Language},\n\tauthor = {Harlow, Ray},\n\tyear = {2005},\n\tkeywords = {Colonialism–Social aspects, Cultural Awareness, Linguistics and language},\n}\n\n

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\n \n\n \n \n \n \n \n \n Authentic teaching as the context for language learning.\n \n \n \n \n\n\n \n Deumert, A.; and Spratt, C.\n\n\n \n\n\n\n , 8: 83–93. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Authentic$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{deumert_authentic_2005,\n\ttitle = {Authentic teaching as the context for language learning},\n\tvolume = {8},\n\turl = {http://www.ifets.info/journals/8_2/7.pdf},\n\tabstract = {This paper reports the redevelopment and subsequent evaluation of a unit in dialectology within a foreign language curriculum (German). In doing so it is a case study which serves to offer insight into the student experience of studying linguistics within a foreign language curriculum, the potential of online/electronic pedagogies for the teaching of dialectology and the way in which creative, authentic teaching builds a context for learning. The paper begins with a brief overview of the teaching of linguistics in general and dialectology or language variation studies in particular. It presents the evaluation methodology and findings, and raises implications for further research. It also provides a summary of some aspects of the re-development of the unit.},\n\tauthor = {Deumert, Ana and Spratt, Christine},\n\tyear = {2005},\n\tkeywords = {Analysis of integration of knowledge, Authentic teaching, Context for learning, Curriculum evaluation, Dialectology, Enhanced learning, Foreign language curriculum, Innovations, Language learning, Mārama Pū / Critical Awareness, Online learning, Online pedagogies, Recognition of authentic statutes, Redevelopment},\n\tpages = {83--93},\n}\n\n

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\n \n\n \n \n \n \n \n \n Attitudes to Maori.\n \n \n \n \n\n\n \n Boyce, M.\n\n\n \n\n\n\n In Languages of New Zealand, pages 86–110. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Attitudes$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{boyce_attitudes_2005,\n\ttitle = {Attitudes to {Maori}},\n\turl = {https://books.google.co.nz/books?hl=en&lr=&id=JVlug5Vn2eUC&oi=fnd&pg=PA86&dq=quantitative+data+on+Maori+Language&ots=fdsXw4SGCm&sig=aPVy4qBV4Mm5qSyOcI0OM23LPIs},\n\tabstract = {Book section from Amazon.com. Not all pages are included.},\n\turldate = {2015-12-21},\n\tbooktitle = {Languages of {New} {Zealand}},\n\tauthor = {Boyce, Mary},\n\tyear = {2005},\n\tpages = {86--110},\n}\n\n

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\n \n\n \n \n \n \n \n \n Kōrero Māori.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n He Muka. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Kōrero$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_korero_2005,\n\ttitle = {Kōrero {Māori}},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {He pānui hei whakaatu i ngā mahi, i ngā rauemi reo Māori kua puta nō nākuanei, ka puta mai ākuanei hoki., Newsletter about recent and upcoming Māori language events and resources.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tyear = {2005},\n\tkeywords = {Māori Language, Reo Māori},\n}\n\n

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\n \n\n \n \n \n \n \n The Maori Language Revitalisation Agenda and 'Te Whakapiki Reo & Te Whakapiki i te Reo': Meeting the Needs of Teachers.\n \n \n \n\n\n \n Te Kanawa, H. K.; and Whaanga, H.\n\n\n \n\n\n\n He Puna Korero: Journal of Maori and Pacific Development, 6(2): 30–41. 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{te_kanawa_maori_2005,\n\ttitle = {The {Maori} {Language} {Revitalisation} {Agenda} and '{Te} {Whakapiki} {Reo} \\& {Te} {Whakapiki} i te {Reo}': {Meeting} the {Needs} of {Teachers}},\n\tvolume = {6},\n\tissn = {1175-3099},\n\tshorttitle = {The {Maori} {Language} {Revitalisation} {Agenda} and '{Te} {Whakapiki} {Reo} \\& {Te} {Whakapiki} i te {Reo}'},\n\tabstract = {Since 1994, and under contract to the New Zealand Ministry of Education, the University of Waikato has provided teacher professional development programmes in the context of kaupapa matauranga Maori. Because these programmes are designed to play a role in the Maori language revitalisation agenda as it relates to the teaching and learning of te reo Maori in school contexts, we believe that it is important to share our experiences with others. In this article, we discuss the context in which these programmes are delivered, some of the ways in which they have changed over time, and what we have learned from them.},\n\tlanguage = {eng},\n\tnumber = {2},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Te Kanawa, Hine Kahukura and Whaanga, Hemi},\n\tyear = {2005},\n\tkeywords = {Maori language–Study and teaching, Teachers–In-service training, University of Waikato},\n\tpages = {30--41},\n}\n\n

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\n \n\n \n \n \n \n \n \n Locating the global: culture, language and science education for indigenous students.\n \n \n \n \n\n\n \n McKinley, E.\n\n\n \n\n\n\n International Journal of Science Education, 27(2): 227–241. January 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Locating$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{mckinley_locating_2005,\n\ttitle = {Locating the global: culture, language and science education for indigenous students},\n\tvolume = {27},\n\tissn = {0950-0693},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/0950069042000325861},\n\tdoi = {10.1080/0950069042000325861},\n\tnumber = {2},\n\tjournal = {International Journal of Science Education},\n\tauthor = {McKinley, Elizabeth},\n\tmonth = jan,\n\tyear = {2005},\n\tpages = {227--241},\n}\n\n

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\n \n\n \n \n \n \n \n \n Digital libraries and minority languages.\n \n \n \n \n\n\n \n Nichols, D. M.; Witten, I. H.; Keegan, T. T.; Bainbridge, D.; and Dewsnip, M.\n\n\n \n\n\n\n New Review of Hypermedia and Multimedia, 11(2): 139–155. December 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Digital$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{nichols_digital_2005,\n\ttitle = {Digital libraries and minority languages},\n\tvolume = {11},\n\tissn = {1361-4568},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13614560500351071},\n\tdoi = {10.1080/13614560500351071},\n\tnumber = {2},\n\tjournal = {New Review of Hypermedia and Multimedia},\n\tauthor = {Nichols, David M. and Witten, Ian H. and Keegan, Te Taka and Bainbridge, David and Dewsnip, Michael},\n\tmonth = dec,\n\tyear = {2005},\n\tkeywords = {Digital Libraries, localization, participatory design, translation},\n\tpages = {139--155},\n}\n\n

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\n \n\n \n \n \n \n \n \n Bilingual/Immersion Education in Aotearoa/New Zealand: Setting the Context.\n \n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism, 8(5): 365–376. September 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Bilingual/Immersion$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{may_bilingual/immersion_2005,\n\ttitle = {Bilingual/{Immersion} {Education} in {Aotearoa}/{New} {Zealand}: {Setting} the {Context}},\n\tvolume = {8},\n\tissn = {1367-0050},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050508668620},\n\tdoi = {10.1080/13670050508668620},\n\tnumber = {5},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {May, Stephen},\n\tmonth = sep,\n\tyear = {2005},\n\tpages = {365--376},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n The Māori language revitalisation agenda and Te Whakapiki Reo & Te Whakapiki i te Reo: Meeting the needs of teachers.\n \n \n \n \n\n\n \n Te Kanawa, H. K.; and Whaanga, H.\n\n\n \n\n\n\n Journal of Māori and Pacific Development 6: 2 September, 2005,30–42. 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{te_kanawa_maori_2005,\n\ttitle = {The {Māori} language revitalisation agenda and {Te} {Whakapiki} {Reo} \\& {Te} {Whakapiki} i te {Reo}: {Meeting} the needs of teachers},\n\turl = {http://connection.ebscohost.com/c/articles/19828879/maori-language-revitalisation-agenda-te-whakapiki-reo-te-whakapiki-te-reo-meeting-needs-teachers},\n\tabstract = {Since 1994, and under contract to the New Zealand Ministry of Education, the University of Waikato has provided teacher professional development programmes in the context of kaupapa mātauranga Māori. Because these programmes are designed to play a role in the Māori language revitalisation agenda as it relates to the teaching and learning of te reo Māori in school contexts, we believe that it is important to share our experiences with others. In this article, we discuss the context in which these programmes are delivered, some of the ways in which they have changed over time, and what we have learned from them},\n\tjournal = {Journal of Māori and Pacific Development 6: 2 September, 2005},\n\tauthor = {Te Kanawa, Hine Kahukura and Whaanga, Hēmi},\n\tyear = {2005},\n\tpages = {30--42},\n}\n\n

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\n \n\n \n \n \n \n \n \n Will Indigenous Languages Survive?.\n \n \n \n \n\n\n \n Walsh, M.\n\n\n \n\n\n\n Annual Review of Anthropology, 34(1): 293–315. October 2005.\n \n\n\n\n
\n\n\n\n \n \n $\"Will$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{walsh_will_2005,\n\ttitle = {Will {Indigenous} {Languages} {Survive}?},\n\tvolume = {34},\n\tissn = {0084-6570},\n\turl = {http://www.annualreviews.org/doi/abs/10.1146/annurev.anthro.34.081804.120629},\n\tdoi = {10.1146/annurev.anthro.34.081804.120629},\n\tabstract = {Much attention has been focused on the survival of Indigenous languages in recent years. Many, particularly anthropologists and linguists, anticipate the demise of the majority of Indigenous languages within this century and have called on the need to arrest the loss of languages. Opinions vary concerning the loss of language; some regard it as a hopeless cause, and others see language revitalization as a major responsibility of linguistics and kindred disciplines. To that end, this review explores efforts in language revitalization and documentation and the engagement with Indigenous peoples. It remains unclear why some attempts at language revitalization succeed, whereas others fail. What is clear is that the process is profoundly political.},\n\tnumber = {1},\n\turldate = {2017-07-17},\n\tjournal = {Annual Review of Anthropology},\n\tauthor = {Walsh, Michael},\n\tmonth = oct,\n\tyear = {2005},\n\tkeywords = {indigenous activism, language revitalization, politics of language, researchers, responsibilities of},\n\tpages = {293--315},\n}\n\n

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\n \n\n \n \n \n \n \n Literacy Acquisition, Assessment and Achievement of Year Two Students in Total Immersion in Maori Programmes.\n \n \n \n\n\n \n Rau, C.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism, 8(5): 404–432. 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{rau_literacy_2005,\n\ttitle = {Literacy {Acquisition}, {Assessment} and {Achievement} of {Year} {Two} {Students} in {Total} {Immersion} in {Maori} {Programmes}},\n\tvolume = {8},\n\tabstract = {One of the aims of Maori-medium education is to address Maori language loss. One of the challenges facing Maori-medium educators is to identify configurations that acknowledge the substantive importance of English language instruction without detracting from the priority that must be given to the regeneration of the Maori language. Issues relating to Maori/English bilingualism \\& assessment development in the New Zealand context are introduced \\& discussed in light of local \\& international literature on language acquisition \\& other related fields. This paper also presents \\& compares the results of testing from 1995 \\& 2002-2003 using a reconstructed standardized assessment in literacy for Year 2 students in 80-100\\% immersion in Maori as a measure of literacy \\& Maori language acquisition. 14 Tables, 52 References. Adapted from the source document},\n\tlanguage = {eng},\n\tnumber = {5},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Rau, Cath},\n\tyear = {2005},\n\tkeywords = {4122, Applied Linguistics, Article, Bilingual Education, Bilingual Education (08750), Bilingualism, Endangered Languages (21760), English As a Second Language Instruction (22120), Immersion Programs (34650), Language Acquisition (41600), Language Revitalization (43630), Language Tests (44250), New Zealand (57650), Polynesian Languages (66550)},\n\tpages = {404--432},\n}\n\n

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\n \n\n \n \n \n \n \n In search of the Missing Māori Links—Maintaining Both Ethnic Identity and Linguistic Integrity in the Revitalization of the Māori Language.\n \n \n \n\n\n \n Mutu, M.\n\n\n \n\n\n\n International Journal of the Sociology of Language, 2005(172): 117–132. 2005.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{mutu_search_2005,\n\ttitle = {In search of the {Missing} {Māori} {Links}—{Maintaining} {Both} {Ethnic} {Identity} and {Linguistic} {Integrity} in the {Revitalization} of the {Māori} {Language}},\n\tvolume = {2005},\n\tissn = {0165-2516},\n\tdoi = {10.1515/ijsl.2005.2005.172.117},\n\tabstract = {For Māori, the correct answer to the question “Who are you?” for any individual lies in the formulaic sayings of each of his or her own extended family and tribal groupings whose ancestral lands and waterways are located throughout Aotearoa / New Zealand. Genealogy is also an important and highly prized means of identification. In this article the saying of Te Whānau Moana group of extended families ( hapū ) of Karikari in the far northern region of the country is explained as an example. Given that such sayings are always expressed in Māori, the question arises as to how children whose parents and teachers are not good speakers of Māori will fare in terms of identity. Difficulties in the Māori language of teachers and children in Māori-language immersion preschools and schools ( kōhanga reo and kura kaupapa Māori ) are identified as grammar-related. Solutions are suggested whereby the grammar of second-language learners can be improved.},\n\tnumber = {172},\n\tjournal = {International Journal of the Sociology of Language},\n\tauthor = {Mutu, Margaret},\n\tyear = {2005},\n\tpages = {117--132},\n}\n\n

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@article{chrisp_maori_2005,\n\ttitle = {Māori {Intergenerational} {Language} {Transmission}},\n\tvolume = {172},\n\tissn = {0165-2516},\n\tdoi = {10.1515/ijsl.2005.2005.172.149},\n\tabstract = {Te Puni Kōkiri [Ministry of Māori Development] undertook qualitative research into the factors that support or hinder the intergenerational transmission of the Māori language among Māori families premised on the notion that this is the cornerstone of the overall revitalization of Māori. The research was undertaken in four communities that reflect the diverse realities of Māori life; fifty Māori parents participated in eight focus groups over a two-month period. The research participants were asked various questions about their knowledge and use of Māori in family situations. The research was organized around four key themes: – language knowledge: parents must have sufficient knowledge of the language and confidence in their abilities; – situation: certain environmental factors encourage or hinder the use of Māori;{\\textbackslash}textless - motivation: parents must want or need to speak and transmit Māori to future generations; and – critical awareness: parents should be aware of the decisions they can make about the transmission of Māori to their children, and the consequences thereof. There is significant overlap between the four factors and their various subcomponents. In reality, they are inextricably and organically linked in any individual. However, they have been arbitrarily divided here for the purposes of this report.},\n\tlanguage = {English},\n\tjournal = {International Journal of the Sociology of Language},\n\tauthor = {Chrisp, Steven},\n\tyear = {2005},\n\tkeywords = {5610, Article, Cross-Generational Communication, Cultural Factors (16500), Families (23820), Language Revitalization (43630), Language Revival, Language Use (44610), Learning Environment (45880), Linguistic Competence (47400), Maori language, Motivation (55580), Polynesian Languages (66550), Sociolinguistics},\n\tpages = {149--81},\n}\n\n

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@article{may_maori-medium_2005,\n\ttitle = {Māori-medium {Education}: {Current} {Issues} and {Challenges}},\n\tvolume = {8},\n\tissn = {1367-0050, 1747-7522},\n\tshorttitle = {Māori-medium {Education}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050508668621},\n\tdoi = {10.1080/13670050508668621},\n\tabstract = {This paper summarises the key issues and challenges that have emerged from a recent major report by the authors on Māori-medium education in Aotearoa/New Zealand. The discussion is situated within a wider international analysis of bilingual/immersion programmes, including heritage language programmes for indigenous peoples. Key issues explored in the paper include the negotiation of, and occasional tension between, the wider goals of indigenous Māori language revitalisation and the successful achievement of bilingualism and biliteracy in Māori-medium educational contexts. Issues to do with current pedagogy, staffing and resourcing of Māori-medium programmes are also examined. The paper concludes with suggestions for the ongoing development and extension of Māorimedium education.},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2015-12-22},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {May, Stephen and Hill, Richard},\n\tmonth = sep,\n\tyear = {2005},\n\tkeywords = {Academic Achievement, Biliteracy, Heritage Language Programmes, Immersion Education, Māori-Medium Education},\n\tpages = {377--403},\n}\n\n

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@article{spolsky_language_2005,\n\ttitle = {Language in its social context},\n\tvolume = {36},\n\tissn = {0162-9778},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01629770500000091},\n\tdoi = {10.1080/01629770500000091},\n\tnumber = {3},\n\tjournal = {Journal of Baltic Studies},\n\tauthor = {Spolsky, Bernard},\n\tmonth = sep,\n\tyear = {2005},\n\tpages = {254--272},\n}\n\n

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@article{keegan_development_2005,\n\ttitle = {The development of {Maori} vocabulary},\n\turl = {https://books.google.co.nz/books?hl=en&lr=&id=JVlug5Vn2eUC&oi=fnd&pg=PA131&dq=Covert+Attitudes+to+Maori+Harlow,+Ray+Harlow,+Ray&ots=fdr4p1JDDj&sig=IJpAx2JnPPzPTsVoj0gGozVD9gc},\n\turldate = {2015-11-30},\n\tjournal = {Languages of New Zealand},\n\tauthor = {Keegan, P.},\n\tyear = {2005},\n\tpages = {131--148},\n}\n\n

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\n \n\n \n \n \n \n \n Deconstructing the instrumental/identity divide in language policy debates.\n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n Technical Report 2005.\n \n\n\n\n
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@techreport{may_deconstructing_2005,\n\ttitle = {Deconstructing the instrumental/identity divide in language policy debates},\n\tauthor = {May, Stephen},\n\tyear = {2005},\n\tkeywords = {Identity, Indigenous languages, Language Policy, New Zealand, Wales, language rights, minority languages},\n}\n\n

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\n \n\n \n \n \n \n \n The influence of cultural identity on willingness to pay values in contingent valuation surveys.\n \n \n \n\n\n \n Awatere, S.\n\n\n \n\n\n\n IDEAS Working Paper Series from RePEc. 2005.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@article{awatere_influence_2005,\n\ttitle = {The influence of cultural identity on willingness to pay values in contingent valuation surveys},\n\tabstract = {Current New Zealand resource management legislation requires local government actively recognise and take into account Maori values in resource management planning. This means the decision process and participants must interact with evidence based on Maori epistemologies. The Maori world-view is holistic in nature in that it embodies historical, environmental, and spiritual values, as well as modern experiences. Concerns arise for Maori communities when planners and developers utilise economic tools such as willingness to pay surveys to determine the total value of a proposed project. Other concerns are caused by surveys that ask a participant "are you Maori" and fail to recognise the diverse realities that exist for Maori. This paper draws from a survey of 700 respondents to identify the extent to which current conventional Contingent Valuation methodologies can measure changes in the environment where the response is culturally influenced. The influence of culture on willingness to pay decisions will be investigated using a measure of Maori identity. These cultural indicators involve assessing an individual's commitment and involvement in Maori cultural issues including: Te Reo (Maori language), whanau, other Maori, whakapapa (genealogy) and tikanga (Maori world view).},\n\tlanguage = {eng},\n\tjournal = {IDEAS Working Paper Series from RePEc},\n\tauthor = {Awatere, Shaun},\n\tyear = {2005},\n\tkeywords = {Ideas.Repec.Org/P/Ags/Nzar05/98522.Html},\n}\n\n

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@article{dauenhauer_seven_2005,\n\ttitle = {Seven hundred million to one: {Personal} action in reversing language shift},\n\tvolume = {29},\n\tissn = {0701-1008},\n\turl = {https://www.erudit.org/revue/etudinuit/2005/v29/n1-2/013945ar.pdf},\n\tdoi = {10.7202/013945ar},\n\tabstract = {Seven hundred million to one: Personal action in reversing language shift. The paper considers what influence a single person can have on language survival and transmission of knowledge, comparing and contrasting the situation of large languages such as Putonghua (traditionally called Mandarin Chinese, with 700 million speakers) and small languages such as Eyak with as few speakers as one. It examines the delights and dilemmas of such work, the practical results (such as texts and documents) and the spiritual rewards (mostly satisfaction), drawing examples from our own work of the last 35 years with Tlingit, and from the work of colleagues, especially Michael Krauss, in the context of a volume celebrating his 70th birthday and 45 years of work on behalf of Alaska Native languages and endangered indigenous languages around the world, especially in the circumpolar north. The paper is by design an informal and non-technical address to the general reader, especially members of communities whose indigenous languages are endangered.},\n\tnumber = {1-2},\n\tjournal = {Études/Inuit/Studies},\n\tauthor = {Dauenhauer, Richard L.},\n\tyear = {2005},\n\tkeywords = {Achievement, Anguish a powerful factor against language revival, Conceptual thinking, Individual influence, Intellectual Satisfaction, Language survival, Language transmission, Life Changing, Literature making a difference, Mārama Pū / Critical Awareness, Oversimplification barrier to language health, Personal action, Preserving through culture, Preserving through documents, Preserving through tradition, Racism biggest barrier to language survival, Reversing language shift, Spiritual pleasure, Surrogate survivors of language, Treasure of knowledge, Understanding Unfamiliar culture, Utilitarian value placed on language},\n\tpages = {267--284},\n}\n\n

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@article{glynn_literacy_2005,\n\ttitle = {From literacy in {Māori} to biliteracy in {Māori} and {English}: {A} community and school transition programme},\n\tvolume = {8},\n\tshorttitle = {From literacy in {Māori} to biliteracy in {Māori} and {English}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050508668623},\n\tnumber = {5},\n\turldate = {2015-12-21},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Glynn, Ted and Berryman, Mere and Loader, Kura and Cavanagh, Tom},\n\tyear = {2005},\n\tpages = {433--454},\n}\n\n

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@article{paul_challenges_2005,\n\ttitle = {Challenges lie ahead for {MTS} in the {Aotearoa} public sphere},\n\tvolume = {11},\n\turl = {http://search.informit.com.au/documentSummary;dn=128082451642032;res=IELNZC},\n\tabstract = {As the Maori Television Service (MTS) celebrates its first year on air, it is easy to forget the long and at times painful struggle to get there, the aspirations of those who have worked in, consulted, wrote, and protested their way through the various incarnations of Maori broadcast- ing. The incarnations include Maori programming on mainstream television, Aotearoa Television, the Electoral College, Te Manu Aute, Nga Aho Whakaari, MTS legislation and the exhaustive process of building a new channel for all New Zealanders. We pay homage to those who have gone before and their passion to see Maori Television for and by Maori, to hear our Reo, tell our stories and to bring our way of life to all New Zealanders.},\n\tnumber = {1},\n\tjournal = {Pacific Journalism Review},\n\tauthor = {Paul, Joanna},\n\tyear = {2005},\n\tpages = {42--47},\n}\n\n

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@inproceedings{royal_elearning_2005,\n\ttitle = {{eLearning} {Supporting} {The} {Revitalisation} of the {Maori} {Language}},\n\tvolume = {2005},\n\turl = {http://www.editlib.org/p/21602/},\n\tabstract = {Abstract: This paper is a brief description of the activities of Te Ako Hikohiko, an eLearning Research project which seeks to investigate new techniques in learning the Maori Language online, particularly for formal speechmaking (Mihimihi). Along with new techniques such as the use of mobile technologies, Te Ako Hikohiko seeks to describe a model for developing online teaching environments that supports traditional cultural practices.},\n\turldate = {2015-12-21},\n\tbooktitle = {World {Conference} on {E}-{Learning} in {Corporate}, {Government}, {Healthcare}, and {Higher} {Education}},\n\tauthor = {Royal, Antony},\n\tyear = {2005},\n\tpages = {2664--2667},\n}\n\n

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@article{mutu_search_2005,\n\ttitle = {In {Search} of the {Missing} {Maori} {Links}-{Maintaining} {Both} {Ethnic} {Identity} and {Linguistic} {Integrity} in the {Revitalization} of the {Maori} {Language}},\n\tvolume = {172},\n\tabstract = {For Maori, the correct answer to the question "Who are you?" for any individual lies in the formulaic sayings of each of his or her own extended family \\& tribal groupings whose ancestral lands \\& waterways are located throughout Aotearoa/New Zealand. Genealogy is also an important \\& highly prized means of identification. In this article the saying of Te Whanau Moana group of extended families (hapu) of Karikari in the far northern region of the country is explained as an example. Given that such sayings are always expressed in Maori, the question arises as to how children whose parents \\& teachers are not good speakers of Maori will fare in terms of identity. Difficulties in the Maori language of teachers \\& children in Maori-language immersion preschools \\& schools (kohanga reo \\& kura kaupapa Maori) are identified as grammar-related. Solutions are suggested whereby the grammar of second-language learners can be improved. 1 Appendix, 10 References. Adapted from the source document},\n\tlanguage = {eng},\n\tjournal = {International Journal of the Sociology of Language},\n\tauthor = {Mutu, Margaret},\n\tyear = {2005},\n\tkeywords = {5610, Article, Cultural Identity (16570), Grammar Instruction (28550), Language Culture Relationship (42150), Language Revitalization (43630), Linguistic Competence (47400), New Zealand (57650), Polynesian Languages (66550), Second Language Learning (75850), Sociolinguistics},\n\tpages = {117--132},\n}\n\n

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@article{sims_tribal_2005,\n\ttitle = {Tribal {Languages} and the {Challenges} of {Revitalization}},\n\tvolume = {36},\n\tissn = {0161-7761},\n\turl = {http://indigenousuprising.com/pdfs/research-immersion-pdfs/Tribal Languages and the Challenges of Revitalization .pdf},\n\tdoi = {10.1525/aeq.2005.36.1.104},\n\tabstract = {Although school- and university-based language programs can help strengthen threatened Indigenous languages, language revitalization at its heart involves reestablishing tradi- tionalfunctions of language use in the context of everyday speaker interactions. The inherent dynamics of Native oral language traditions suggest the limitations of institutions in sup- porting critical language learning activities that are the key to successful language renewal efforts. [American Indian/Indigenous language revitalization, teaching American Indian languages, Pueblo Indian languages]},\n\tnumber = {1},\n\tjournal = {Anthropology \\& Education Quarterly},\n\tauthor = {Sims, Christine P},\n\tyear = {2005},\n\tkeywords = {American Indian/Indigenous language revitalization, Pueblo Indian languages, teaching American Indian languages},\n\tpages = {104--106},\n}\n\n

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@article{rewi_te_2005,\n\ttitle = {Te {Ao} o te whaikōrero},\n\turl = {http://adt.otago.ac.nz/public/adt-NZDU20060705.121343/},\n\tnumber = {June},\n\tauthor = {Rewi, Poia},\n\tyear = {2005},\n}\n\n

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@article{edwards_when_2005,\n\ttitle = {When {School} {Is} {Not} {Enough}: {New} {Initiatives} in {Intergenerational} {Language} {Transmission} in {Wales}},\n\tvolume = {8},\n\tshorttitle = {When {School} {Is} {Not} {Enough}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050508668612?journalCode=rbeb20},\n\tabstract = {This paper examines language reproduction in the family in the context of a highly innovative project in Wales, where the Welsh language has been in decline for over a century. Although Welsh-medium schooling has played a pivotal role in slowing \\& even reversing language shift in recent decades, there is mounting evidence of the dangers of over-reliance on education. The Twf (Growth) Project was established in 2002 with funding from the National Assembly for Wales with the aim of raising awareness of the benefits of bilingualism among parents \\& prospective parents. Analysis of interviews with the main stakeholders in the project (managers, the Twf project officers, parents, health workers \\& a range of other partners), publicity materials \\& observations of project staff at work suggests that the achievements of the project lie in two main areas: the recognition of the need for building strong alliances with professional groups \\& organisations that work with families with young children; \\& the development of a marketing strategy appropriate for the target audience. It is argued that the experience of the project will be of interest to those addressing the issue of intergenerational transmission in a range of other minority language settings. 2 Figures, 26 References. Adapted from the source document},\n\tlanguage = {eng},\n\tnumber = {4},\n\turldate = {2016-07-17},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Edwards, Viv and Pritchard Newcombe, Lynda},\n\tyear = {2005},\n\tkeywords = {Applied Linguistics, Article, Bilingual Education, Bilingualism, Endangered Languages, Families, Health Care Practitioners, Language Policy, Wales, Welsh, language revitalization},\n\tpages = {298--312},\n}\n\n

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@article{harrison_development_2005,\n\ttitle = {The {Development} of an {Indigenous} {Knowledge} {Program} in a {New} {Zealand} {Maori}-{Language} {Immersion} {School}},\n\tvolume = {36},\n\tissn = {01617761},\n\turl = {http://www.jstor.org/stable/3651309},\n\tdoi = {10.1525/aeq.2005.36.1.057},\n\tabstract = {In 1985, Te Wharekura o Rakaumangamanga initiated a Maori-language immersion program for children ages 5 through 18. In recent years, a program based on Waikato-Tainui tribal epistemology has been incorporated into the language immersion program. This article describes the community context and the language immersion and tribal knowledge programs. We consider the relationship of these programs to individual and tribal self- determination and to theories of minority achievement, particularly the work of John Ogbu.},\n\tnumber = {1},\n\tjournal = {Anthropology \\& Education Quarterly},\n\tauthor = {Harrison, Barbara. and Papa, Rahui},\n\tyear = {2005},\n\tkeywords = {Indigenous Education, Indigenous epistemology, Indigenous language maintenance, New Zealand Mori},\n\tpages = {57--72},\n}\n\n

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@book{harlow_covert_2005,\n\tedition = {Issue 172},\n\ttitle = {Covert attitudes to {Māori}},\n\tvolume = {Volume 2005},\n\turl = {http://www.degruyter.com/view/j/ijsl.2005.2005.issue-172/ijsl.2005.2005.172.133/ijsl.2005.2005.172.133.xml},\n\tabstract = {The paper explores the writer's intuition that some practices and opinions, though overtly they may seem to reflect positive attitudes toward Māori, may in fact stem from a implicit “monolingual” attitude essentially inimical to the expressly pursued goal of the maintenance of the language.},\n\turldate = {2015-11-30},\n\tpublisher = {International Journal of the Sociology of Language},\n\tauthor = {Harlow, Ray},\n\tyear = {2005},\n}\n\n

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\n \n\n \n \n \n \n \n Authentic teaching as the context for language learning.\n \n \n \n\n\n \n Deumert, A.; and Spratt, C.\n\n\n \n\n\n\n Volume 8 2005.\n \n\n\n\n
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@book{deumert_authentic_2005,\n\ttitle = {Authentic teaching as the context for language learning},\n\tvolume = {8},\n\tisbn = {1436-4522},\n\tabstract = {This paper reports the redevelopment and subsequent evaluation of a unit in dialectology within a foreign language curriculum (German). In doing so it is a case study which serves to offer insight into the student experience of studying linguistics within a foreign language curriculum, the potential of online/electronic pedagogies for the teaching of dialectology and the way in which creative, authentic teaching builds a context for learning. The paper begins with a brief overview of the teaching of linguistics in general and dialectology or language variation studies in particular. It presents the evaluation methodology and findings, and raises implications for further research. It also provides a summary of some aspects of the re-development of the unit.},\n\tauthor = {Deumert, Ana and Spratt, Christine},\n\tyear = {2005},\n\tkeywords = {Authentic teaching, Curriculum evaluation, Dialectology, Language learning, Online learning},\n}\n\n

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@incollection{boyce_attitudes_2005,\n\ttitle = {Attitudes to {Maori}},\n\turl = {https://books.google.co.nz/books?hl=en&lr=&id=JVlug5Vn2eUC&oi=fnd&pg=PA86&dq=quantitative+data+on+Maori+Language&ots=fdsXw4SGCm&sig=aPVy4qBV4Mm5qSyOcI0OM23LPIs},\n\tabstract = {Book section from Amazon.com. Not all pages are included.},\n\turldate = {2015-12-21},\n\tbooktitle = {Languages of {New} {Zealand}},\n\tauthor = {Boyce, Mary},\n\tyear = {2005},\n\tpages = {86--110},\n}\n\n

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@article{noauthor_korero_2005,\n\ttitle = {Kōrero {Māori}},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {He pānui hei whakaatu i ngā mahi, i ngā rauemi reo Māori kua puta nō nākuanei, ka puta mai ākuanei hoki., Newsletter about recent and upcoming Māori language events and resources.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tyear = {2005},\n\tkeywords = {Māori Language, Reo Māori},\n}\n\n

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@article{te_kanawa_maori_2005,\n\ttitle = {The {Maori} {Language} {Revitalisation} {Agenda} and '{Te} {Whakapiki} {Reo} \\& {Te} {Whakapiki} i te {Reo}': {Meeting} the {Needs} of {Teachers}},\n\tvolume = {6},\n\tissn = {1175-3099},\n\tshorttitle = {The {Maori} {Language} {Revitalisation} {Agenda} and '{Te} {Whakapiki} {Reo} \\& {Te} {Whakapiki} i te {Reo}'},\n\tabstract = {Since 1994, and under contract to the New Zealand Ministry of Education, the University of Waikato has provided teacher professional development programmes in the context of kaupapa matauranga Maori. Because these programmes are designed to play a role in the Maori language revitalisation agenda as it relates to the teaching and learning of te reo Maori in school contexts, we believe that it is important to share our experiences with others. In this article, we discuss the context in which these programmes are delivered, some of the ways in which they have changed over time, and what we have learned from them.},\n\tlanguage = {eng},\n\tnumber = {2},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Te Kanawa, Hine Kahukura and Whaanga, Hemi},\n\tyear = {2005},\n\tkeywords = {Maori language–Study and teaching, Teachers–In-service training, University of Waikato},\n\tpages = {30--41},\n}\n\n

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@article{mckinley_locating_2005,\n\ttitle = {Locating the global: culture, language and science education for indigenous students},\n\tvolume = {27},\n\tissn = {0950-0693},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/0950069042000325861},\n\tdoi = {10.1080/0950069042000325861},\n\tnumber = {2},\n\tjournal = {International Journal of Science Education},\n\tauthor = {McKinley, Elizabeth},\n\tmonth = jan,\n\tyear = {2005},\n\tpages = {227--241},\n}\n\n

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@article{nichols_digital_2005,\n\ttitle = {Digital libraries and minority languages},\n\tvolume = {11},\n\tissn = {1361-4568},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13614560500351071},\n\tdoi = {10.1080/13614560500351071},\n\tnumber = {2},\n\tjournal = {New Review of Hypermedia and Multimedia},\n\tauthor = {Nichols, David M. and Witten, Ian H. and Keegan, Te Taka and Bainbridge, David and Dewsnip, Michael},\n\tmonth = dec,\n\tyear = {2005},\n\tkeywords = {Digital Libraries, localization, participatory design, translation},\n\tpages = {139--155},\n}\n\n

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@article{may_bilingual/immersion_2005,\n\ttitle = {Bilingual/{Immersion} {Education} in {Aotearoa}/{New} {Zealand}: {Setting} the {Context}},\n\tvolume = {8},\n\tissn = {1367-0050},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050508668620},\n\tdoi = {10.1080/13670050508668620},\n\tnumber = {5},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {May, Stephen},\n\tmonth = sep,\n\tyear = {2005},\n\tpages = {365--376},\n}\n\n

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@article{te_kanawa_maori_2005,\n\ttitle = {The {Māori} language revitalisation agenda and {Te} {Whakapiki} {Reo} \\& {Te} {Whakapiki} i te {Reo}: {Meeting} the needs of teachers},\n\turl = {http://connection.ebscohost.com/c/articles/19828879/maori-language-revitalisation-agenda-te-whakapiki-reo-te-whakapiki-te-reo-meeting-needs-teachers},\n\tabstract = {Since 1994, and under contract to the New Zealand Ministry of Education, the University of Waikato has provided teacher professional development programmes in the context of kaupapa mātauranga Māori. Because these programmes are designed to play a role in the Māori language revitalisation agenda as it relates to the teaching and learning of te reo Māori in school contexts, we believe that it is important to share our experiences with others. In this article, we discuss the context in which these programmes are delivered, some of the ways in which they have changed over time, and what we have learned from them},\n\tjournal = {Journal of Māori and Pacific Development 6: 2 September, 2005},\n\tauthor = {Te Kanawa, Hine Kahukura and Whaanga, Hēmi},\n\tyear = {2005},\n\tpages = {30--42},\n}\n\n

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@article{walsh_will_2005,\n\ttitle = {Will {Indigenous} {Languages} {Survive}?},\n\tvolume = {34},\n\tissn = {0084-6570},\n\turl = {http://www.annualreviews.org/doi/abs/10.1146/annurev.anthro.34.081804.120629},\n\tdoi = {10.1146/annurev.anthro.34.081804.120629},\n\tabstract = {Much attention has been focused on the survival of Indigenous languages in recent years. Many, particularly anthropologists and linguists, anticipate the demise of the majority of Indigenous languages within this century and have called on the need to arrest the loss of languages. Opinions vary concerning the loss of language; some regard it as a hopeless cause, and others see language revitalization as a major responsibility of linguistics and kindred disciplines. To that end, this review explores efforts in language revitalization and documentation and the engagement with Indigenous peoples. It remains unclear why some attempts at language revitalization succeed, whereas others fail. What is clear is that the process is profoundly political.},\n\tnumber = {1},\n\turldate = {2017-07-17},\n\tjournal = {Annual Review of Anthropology},\n\tauthor = {Walsh, Michael},\n\tmonth = oct,\n\tyear = {2005},\n\tkeywords = {indigenous activism, language revitalization, politics of language, researchers, responsibilities of},\n\tpages = {293--315},\n}\n\n

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@article{rau_literacy_2005,\n\ttitle = {Literacy {Acquisition}, {Assessment} and {Achievement} of {Year} {Two} {Students} in {Total} {Immersion} in {Maori} {Programmes}},\n\tvolume = {8},\n\tabstract = {One of the aims of Maori-medium education is to address Maori language loss. One of the challenges facing Maori-medium educators is to identify configurations that acknowledge the substantive importance of English language instruction without detracting from the priority that must be given to the regeneration of the Maori language. Issues relating to Maori/English bilingualism \\& assessment development in the New Zealand context are introduced \\& discussed in light of local \\& international literature on language acquisition \\& other related fields. This paper also presents \\& compares the results of testing from 1995 \\& 2002-2003 using a reconstructed standardized assessment in literacy for Year 2 students in 80-100\\% immersion in Maori as a measure of literacy \\& Maori language acquisition. 14 Tables, 52 References. Adapted from the source document},\n\tlanguage = {eng},\n\tnumber = {5},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {Rau, Cath},\n\tyear = {2005},\n\tkeywords = {4122, Applied Linguistics, Article, Bilingual Education, Bilingual Education (08750), Bilingualism, Endangered Languages (21760), English As a Second Language Instruction (22120), Immersion Programs (34650), Language Acquisition (41600), Language Revitalization (43630), Language Tests (44250), New Zealand (57650), Polynesian Languages (66550)},\n\tpages = {404--432},\n}\n\n

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@article{mutu_search_2005,\n\ttitle = {In search of the {Missing} {Māori} {Links}—{Maintaining} {Both} {Ethnic} {Identity} and {Linguistic} {Integrity} in the {Revitalization} of the {Māori} {Language}},\n\tvolume = {2005},\n\tissn = {0165-2516},\n\tdoi = {10.1515/ijsl.2005.2005.172.117},\n\tabstract = {For Māori, the correct answer to the question “Who are you?” for any individual lies in the formulaic sayings of each of his or her own extended family and tribal groupings whose ancestral lands and waterways are located throughout Aotearoa / New Zealand. Genealogy is also an important and highly prized means of identification. In this article the saying of Te Whānau Moana group of extended families ( hapū ) of Karikari in the far northern region of the country is explained as an example. Given that such sayings are always expressed in Māori, the question arises as to how children whose parents and teachers are not good speakers of Māori will fare in terms of identity. Difficulties in the Māori language of teachers and children in Māori-language immersion preschools and schools ( kōhanga reo and kura kaupapa Māori ) are identified as grammar-related. Solutions are suggested whereby the grammar of second-language learners can be improved.},\n\tnumber = {172},\n\tjournal = {International Journal of the Sociology of Language},\n\tauthor = {Mutu, Margaret},\n\tyear = {2005},\n\tpages = {117--132},\n}\n\n

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\n \n 2004\n \n \n (43)\n \n \n

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\n \n\n \n \n \n \n \n The weather is a good storyteller = Is maith an scéalaí an aimsir : a collection of proverbs and photographs.\n \n \n \n\n\n \n Fitzgerald, C.\n\n\n \n\n\n\n Ashfield Press,, Dublin :, 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{fitzgerald_weather_2004,\n\taddress = {Dublin :},\n\ttitle = {The weather is a good storyteller = {Is} maith an scéalaí an aimsir : a collection of proverbs and photographs},\n\tisbn = {978-1-901658-37-8},\n\tshorttitle = {The weather is a good storyteller = {Is} maith an scéalaí an aimsir},\n\tpublisher = {Ashfield Press,},\n\tauthor = {Fitzgerald, Carmel.},\n\tyear = {2004},\n}\n\n

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\n \n\n \n \n \n \n \n \n Whakamātauria tō reo Māori.\n \n \n \n \n\n\n \n Teepa, J.\n\n\n \n\n\n\n He Muka,31. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Whakamātauria$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{teepa_whakamatauria_2004,\n\ttitle = {Whakamātauria tō reo {Māori}},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka kōrerohia te uru atu ki ngā whakamātautau reo Māori ko te LFE, ko te PSM a Te Taura Whiri i te reo Māori., Talks about participating in the Level Finders Examination and the Public Sector Māori examinations of the Māori Language Commission. This handbook is written for people interested in sitting the Level Finder Examination (LFE). There are separate handbooks for other Whakamātauria Tō Reo Māori examinations. The introductory part of the handbook provides general background information about the Whakamātauria Tō Reo Māori examinations. The second part of the handbook contains specific information about the LFE and aims to assist those preparing to sit the LFE examination},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Teepa, Juanita},\n\tyear = {2004},\n\tkeywords = {Maori Language – Political Aspects, Maori Language – Written Maori, Reo Māori},\n\tpages = {31},\n}\n\n

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\n \n\n \n \n \n \n \n \n Back from the (Nearly) Dead. Reviving Indigenous Languages across North America.\n \n \n \n \n\n\n \n Johansen, B. E\n\n\n \n\n\n\n American Indian Quarterly, 28(3): 566–582. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Back$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{johansen_back_2004,\n\ttitle = {Back from the ({Nearly}) {Dead}. {Reviving} {Indigenous} {Languages} across {North} {America}},\n\tvolume = {28},\n\tcopyright = {Downloading this article incurs a charge from the publisher},\n\tissn = {1534-1828},\n\turl = {http://www.jstor.org/stable/4138932},\n\tdoi = {10.1353/aiq.2004.0099},\n\tabstract = {The people of the Cochiti Pueblo were moved to revitalize their language after they conducted a survey that disclosed that all of its fluent speakers were thirty-five years of age or older. The few speakers under age thirty-five were semiliterate, according to Mary Eunice Romero, a Karas (Pueblo). Romero then asked, "What is going to happen to our language in 20 years when those [who are] 35 years old become 55? In 20 more years, when they're 75?"1},\n\tnumber = {3},\n\tjournal = {American Indian Quarterly},\n\tauthor = {Johansen, Bruce E},\n\tyear = {2004},\n\tpmid = {16794908},\n\tpages = {566--582},\n}\n\n

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\n \n\n \n \n \n \n \n Still Young and Female: A (Modest) Survey of New Zealand Journalists.\n \n \n \n\n\n \n Lealand, G.\n\n\n \n\n\n\n Pacific Journalism Review, 10(2): 173–196. 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{lealand_still_2004,\n\ttitle = {Still {Young} and {Female}: {A} ({Modest}) {Survey} of {New} {Zealand} {Journalists}},\n\tvolume = {10},\n\tissn = {1023-9499},\n\tshorttitle = {Still {Young} and {Female}},\n\tabstract = {The 2003 survey polled New Zealand journalists on their educational background, formal training, experiences on the job and professional development. The survey had a moderate return (297) and those participating provided useful insights into the profession as they responded to questions about changing aspects of journalism which are compared with the American journalists responding to the same questions.},\n\tlanguage = {eng},\n\tnumber = {2},\n\tjournal = {Pacific Journalism Review},\n\tauthor = {Lealand, Geoff},\n\tyear = {2004},\n\tkeywords = {Journalism–Research, Journalists, Mass media, Reporters and reporting},\n\tpages = {173--196},\n}\n\n

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\n \n\n \n \n \n \n \n \n He tanga ngutu, he Tuhoetanga te mana motuhake o te ta moko wahine: The identity politics of moko kauae.\n \n \n \n \n\n\n \n Higgins, R. R.\n\n\n \n\n\n\n Ph.D. Thesis, University of Otago, 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{higgins_he_2004,\n\ttitle = {He tanga ngutu, he {Tuhoetanga} te mana motuhake o te ta moko wahine: {The} identity politics of moko kauae},\n\tshorttitle = {He tanga ngutu, he {Tuhoetanga} te mana motuhake o te ta moko wahine},\n\turl = {http://ourarchive.otago.ac.nz/handle/10523/157},\n\turldate = {2015-11-24},\n\tschool = {University of Otago},\n\tauthor = {Higgins, Rawinia R.},\n\tyear = {2004},\n}\n\n

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\n \n\n \n \n \n \n \n \n Bilingual/immersion education: Indicators of good practice.\n \n \n \n \n\n\n \n May, S.; Hill, R.; and Tiakiwai, S.\n\n\n \n\n\n\n Final Report to the Ministry of Education, New. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Bilingual/immersion$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{may_bilingual/immersion_2004,\n\ttitle = {Bilingual/immersion education: {Indicators} of good practice},\n\tshorttitle = {Bilingual/immersion education},\n\turl = {http://www.kns.ac.nz/files/6d9cf62d1d8e8824/file_set_file/0000/0532/May,%20Hill,%20Tiakiwai%20(2004)%20Education%20Counts.pdf},\n\tabstract = {The Report provides an overview of the international and national research literature on bilingualism and bilingual/immersion education. The aim of the overview is to situate Māori-medium education in relation to attested research and practice on bilingual/immersion education worldwide and, from that, to highlight indicators of good practice for the further development of Māori-medium education. These indicators of good practice can also be applied more broadly to other bilingual education contexts in Aotearoa/New Zealand, such as Pasifika bilingual education.},\n\turldate = {2015-12-21},\n\tjournal = {Final Report to the Ministry of Education, New},\n\tauthor = {May, Stephen and Hill, Richard and Tiakiwai, Sarah},\n\tyear = {2004},\n}\n\n

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\n \n\n \n \n \n \n \n \n Media coverage of ‘decades of disparity’in ethnic mortality in Aotearoa.\n \n \n \n \n\n\n \n Hodgetts, D.; Masters, B.; and Robertson, N.\n\n\n \n\n\n\n Journal of community & applied social psychology, 14(6): 455–472. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Media$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hodgetts_media_2004,\n\ttitle = {Media coverage of ‘decades of disparity’in ethnic mortality in {Aotearoa}},\n\tvolume = {14},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1002/casp.792/full},\n\tabstract = {For some time we have known that factors such as economic prosperity, community cohesion, and social justice bear on health. These societal influences are particularly pertinent to the health of indigenous groups, such as Maori, who are still responding to processes of colonization. In July 2003 the New Zealand Ministry of Health published a report entitled ‘Decades of Disparity’, which proposed (among other things) that neoliberal policies of the last two decades impacted negatively on mortality rates for Maori and Pacific peoples, when compared with Pakeha. In this article we explore media coverage of this report through analyses of media releases, radio, television and newspaper items. It is argued that as the story evolved media increasingly challenged the importance of societal determinants of health, preferring individual level explanations. As a result coverage failed to give due emphasis to structural health concerns for Maori, which necessitate social change. Copyright © 2004 John Wiley \\& Sons, Ltd.},\n\tnumber = {6},\n\turldate = {2015-12-21},\n\tjournal = {Journal of community \\& applied social psychology},\n\tauthor = {Hodgetts, Darrin and Masters, Bridgette and Robertson, Neville},\n\tyear = {2004},\n\tpages = {455--472},\n}\n\n

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\n \n\n \n \n \n \n \n \n Maori-medium education in Aotearoa/New Zealand.\n \n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n Medium of instruction policies: Which agenda? Whose agenda,21–42. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Maori-medium$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{may_maori-medium_2004,\n\ttitle = {Maori-medium education in {Aotearoa}/{New} {Zealand}},\n\turl = {https://books.google.co.nz/books?hl=en&lr=&id=6q6RAgAAQBAJ&oi=fnd&pg=PA21&dq=Maori+as+indigenous+language+of+Aotearoa&ots=9mlDOUfaed&sig=fFxsR3Lc6IeCAoB28OosOU1fmww},\n\tabstract = {A chapter that looks at recent delevopements in Māori-medium education. Looking at them with regard to the wider historical context.},\n\turldate = {2016-01-04},\n\tjournal = {Medium of instruction policies: Which agenda? Whose agenda},\n\tauthor = {May, Stephen},\n\tyear = {2004},\n\tpages = {21--42},\n}\n\n

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\n \n\n \n \n \n \n \n \n California Down Under: Indigenous Language Revitalization in New South Wales, Australia.\n \n \n \n \n\n\n \n Lowe (Birri-Gubba), K.; and Walsh, M.\n\n\n \n\n\n\n In Language is Life. Proceedings of the 11th Annual Stablizing Indigenous Languages Conference, volume 0, pages 100–115, 2004. \n \n\n\n\n
\n\n\n\n \n \n $\"California$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@inproceedings{lowe_birri-gubba_california_2004,\n\ttitle = {California {Down} {Under}: {Indigenous} {Language} {Revitalization} in {New} {South} {Wales}, {Australia}},\n\tvolume = {0},\n\turl = {http://linguistics.berkeley.edu/ survey/documents/survey-reports/survey-report-14.09-lowe-walsh.pdf},\n\tabstract = {NSW has made rapid gains in a short period and has received considerable government support. We conclude with some remarks on future directions in NSW.; The state of New South Wales in Australia shares a number of similarities with language revitalization in California as well as some signfiicant differences. In this paper; we provide a brief overview of the Indigenous language situation in NSW. Then we focus on langauge revitalization in NSW particularly over the last five years; with a special emphasis on education. We turn then to the comparison between NSW and California. Although California's efforts have been more sustained and focused over a longer period},\n\tbooktitle = {Language is {Life}. {Proceedings} of the 11th {Annual} {Stablizing} {Indigenous} {Languages} {Conference}},\n\tauthor = {Lowe (Birri-Gubba), Kevin and Walsh, Michael},\n\tyear = {2004},\n\tpages = {100--115},\n}\n\n

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\n \n\n \n \n \n \n \n \n Mentoring and the Retention of Newly Qualified Language Teachers.\n \n \n \n \n\n\n \n Brown, K.\n\n\n \n\n\n\n Cambridge Journal of Education, 31(1): 69–88. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Mentoring$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{brown_mentoring_2004,\n\ttitle = {Mentoring and the {Retention} of {Newly} {Qualified} {Language} {Teachers}.},\n\tvolume = {31},\n\tissn = {0305-764X},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/03057640124093},\n\tabstract = {Looks at subject-specific issues in mentoring from the perspective of newly qualified modern language teachers in their first year of teaching. Suggests that conventional conceptions of mentoring may only be a marginal factor in survival of these teachers in their first year. Discusses implications of findings. (BT)},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Cambridge Journal of Education},\n\tauthor = {Brown, Kim},\n\tyear = {2004},\n\tkeywords = {Elementary Secondary Education, Foreign Countries, Interprofessional Relationship, Mentors, Professional Development},\n\tpages = {69--88},\n}\n\n

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\n \n\n \n \n \n \n \n \n Tourists’ appreciation of Maori culture in New Zealand.\n \n \n \n \n\n\n \n McIntosh, A. J.\n\n\n \n\n\n\n Tourism Management, 25(1): 1–15. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Tourists’$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{mcintosh_tourists_2004,\n\ttitle = {Tourists’ appreciation of {Maori} culture in {New} {Zealand}},\n\tvolume = {25},\n\tissn = {0261-5177},\n\turl = {http://www.sciencedirect.com/science/article/pii/S026151770300058X},\n\tdoi = {10.1016/S0261-5177(03)00058-X},\n\tabstract = {Tourists’ perspectives of indigenous tourism are not fully understood. This paper explores the nature of demand for indigenous tourism with particular attention to the appreciation of indigenous culture gained by tourists. The latter is explored using in-depth interviews with international tourists visiting New Zealand to examine tourists’ motivations, perceptions and experiences of Maori culture. Findings of the present study provide some evidence to support anecdotal conclusions about the similar demands tourists require from their encounters with indigenous peoples. Five central dimensions of experience from which tourists come to appreciate the cultures of indigenous peoples are reported, namely; gazing , lifestyle , authenticity , personal interaction and informal learning. Important issues of product development and options for the sustainable development of indigenous communities are considered.},\n\tlanguage = {eng},\n\tnumber = {1},\n\turldate = {2016-07-17},\n\tjournal = {Tourism Management},\n\tauthor = {McIntosh, Alison J.},\n\tyear = {2004},\n\tkeywords = {Host Culture, Indigenous Tourism, Maori Culture, Tourist Experience},\n\tpages = {1--15},\n}\n\n

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\n \n\n \n \n \n \n \n \n LANGUAGE REVITALIZATION AND NEW TECHNOLOGIES: Cultures of Electronic Mediation and the Refiguring of Communities.\n \n \n \n \n\n\n \n Eisenlohr, P.\n\n\n \n\n\n\n Annual Review of Anthropology, 33(1): 21–45. October 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"LANGUAGE$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@article{eisenlohr_language_2004,\n\ttitle = {{LANGUAGE} {REVITALIZATION} {AND} {NEW} {TECHNOLOGIES}: {Cultures} of {Electronic} {Mediation} and the {Refiguring} of {Communities}},\n\tvolume = {33},\n\tissn = {0084-6570},\n\turl = {http://www.annualreviews.org/doi/abs/10.1146/annurev.anthro.33.070203.143900},\n\tdoi = {10.1146/annurev.anthro.33.070203.143900},\n\tnumber = {1},\n\tjournal = {Annual Review of Anthropology},\n\tauthor = {Eisenlohr, Patrick},\n\tmonth = oct,\n\tyear = {2004},\n\tkeywords = {information technology, linguistic ideology},\n\tpages = {21--45},\n}\n\n

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\n \n\n \n \n \n \n \n \n How to Keep Your Language Alive: A Commonsense Approach to One-on-One Language Learning (review).\n \n \n \n \n\n\n \n Spack, R.\n\n\n \n\n\n\n Studies in American Indian Literatures, 16(1): 90–93. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"How$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{spack_how_2004,\n\ttitle = {How to {Keep} {Your} {Language} {Alive}: {A} {Commonsense} {Approach} to {One}-on-{One} {Language} {Learning} (review)},\n\tvolume = {16},\n\tissn = {1548-9590},\n\turl = {http://muse.jhu.edu/content/crossref/journals/studies_in_american_indian_literatures/v016/16.1spack.html},\n\tdoi = {10.1353/ail.2004.0014},\n\tnumber = {1},\n\tjournal = {Studies in American Indian Literatures},\n\tauthor = {Spack, Ruth},\n\tyear = {2004},\n\tpages = {90--93},\n}\n\n

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\n \n\n \n \n \n \n \n \n The future of Quechua and the Quechua of the future: language ideologies and language planning in Bolivia.\n \n \n \n \n\n\n \n Luykx, A.\n\n\n \n\n\n\n International Journal of the Sociology of Language, 2004(167): 147–158. January 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{luykx_future_2004,\n\ttitle = {The future of {Quechua} and the {Quechua} of the future: language ideologies and language planning in {Bolivia}},\n\tvolume = {2004},\n\tissn = {0165-2516},\n\turl = {http://www.degruyter.com/view/j/ijsl.2004.2004.issue-167/ijsl.2004.019/ijsl.2004.019.xml},\n\tdoi = {10.1515/ijsl.2004.019},\n\tnumber = {167},\n\tjournal = {International Journal of the Sociology of Language},\n\tauthor = {Luykx, Aurolyn},\n\tmonth = jan,\n\tyear = {2004},\n\tpages = {147--158},\n}\n\n

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\n \n\n \n \n \n \n \n \n Critical Strategies for Social Research.\n \n \n \n \n\n\n \n Carroll, W. K.\n\n\n \n\n\n\n Canadian Scholars’ Press, Canada, January 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Critical$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@book{carroll_critical_2004,\n\taddress = {Canada},\n\ttitle = {Critical {Strategies} for {Social} {Research}},\n\tcopyright = {Book can be purchased},\n\tisbn = {978-1-55130-251-5},\n\turl = {https://www.cspi.org/books/critical-strategies-for-social-research},\n\tabstract = {Edited by Canadian sociologist William K. Carroll, this thought-provoking volume is designed for research methods courses in sociology and social sciences. Critical Strategies for Social Research explores ways in which several key research strategies bring an emancipatory dimension to social analysis. The new approaches recognize that social analysis is a form of knowledge production that takes place in a human-constructed world marked by injustice and persistent inequality.Carroll considers five influential and productive strategies of inquiry:Dialectical Social AnalysisInstitutional EthnographyParticipatory Action ResearchCritical Discourse AnalysisSocial Inquiry as Communicative Reason},\n\tlanguage = {en},\n\tpublisher = {Canadian Scholars’ Press},\n\tauthor = {Carroll, William K.},\n\tmonth = jan,\n\tyear = {2004},\n\tkeywords = {Social Science / Sociology / General},\n}\n\n

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\n \n\n \n \n \n \n \n \n Benefits of Bilingualism.\n \n \n \n \n\n\n \n Michał B. Paradowski\n\n\n \n\n\n\n Foreign Language Annals, 37(3): 506. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Benefits$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{michal_b._paradowski_benefits_2004,\n\ttitle = {Benefits of {Bilingualism}},\n\tvolume = {37},\n\tissn = {0015-718X},\n\turl = {http://www.multilingualliving.com/2010/05/01/the-benefits-of-multilingualism-full-article/},\n\tabstract = {The advantages that multilinguals exhibit over monolinguals are not restricted to linguistic knowledge only, but extend outside the area of language and the substantial long-lived cognitive, social, personal, academic, and professional benefits of enrichment bilingual contexts have been well documented. The article lists these with relevant references.},\n\tlanguage = {eng},\n\tnumber = {3},\n\tjournal = {Foreign Language Annals},\n\tauthor = {{Michał B. Paradowski}},\n\tyear = {2004},\n\tpages = {506},\n}\n\n

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\n \n\n \n \n \n \n \n \n Twenty-five indigenous projects.\n \n \n \n \n\n\n \n Smith, L. T.\n\n\n \n\n\n\n Critical strategies for social research,75. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Twenty-five$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{smith_twenty-five_2004,\n\ttitle = {Twenty-five indigenous projects},\n\turl = {http://www.rangahau.co.nz/methodology/57/https://books.google.co.nz/books?hl=en&lr=&id=0ifquwWtU2oC&oi=fnd&pg=PA75&dq=self-determining+approaches+to+language+revitalisation+for+communities&ots=NR2c8Hgmoq&sig=u-Pz4eXpARP2LSvnG9HUN24sj-s},\n\tabstract = {The implications for indigenous research which have been derived from the imperatives insdie the struggles of the 1970s seem to be clear and straightforward: the survival of peoples, cultures, and languages; the struggle to become self-determining, the need to take back control of our destinies. These imperatives have demanded more than rhetoric and acts of defiance. The acts of reclaiming, reformulating, and reconstituting indigenous cultures and languages have required the mounting of an ambitious research programme, one that is very strategic in its purpose and activities and relentless in its pursuit of social justice. Within the programme are a number of very distinct projects. THemes such as cultural survival, self-determination, healing, restoration, and social justice are engaing indigenous researchers and indigenous communities of interest.},\n\turldate = {2016-01-12},\n\tjournal = {Critical strategies for social research},\n\tauthor = {Smith, Linda Tuhiwai},\n\tyear = {2004},\n\tpages = {75},\n}\n\n

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\n \n\n \n \n \n \n \n Language software firm taps Chinese market.\n \n \n \n\n\n \n Steeman Marta\n\n\n \n\n\n\n Asia Africa Intelligence Wire. 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{steeman_marta_language_2004,\n\ttitle = {Language software firm taps {Chinese} market},\n\tlanguage = {English},\n\tjournal = {Asia Africa Intelligence Wire},\n\tauthor = {{Steeman Marta}},\n\tyear = {2004},\n}\n\n

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\n \n\n \n \n \n \n \n \n The role of arapū in reversing language shift in kōhanga reo.\n \n \n \n \n\n\n \n Skerrett-White, M.\n\n\n \n\n\n\n Early Childhood Folio, 8(1988): 34–39. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{skerrett-white_role_2004,\n\ttitle = {The role of arapū in reversing language shift in kōhanga reo},\n\tvolume = {8},\n\turl = {http://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/role-arapu-reversing-language-shift-kohanga-reo},\n\tabstract = {The centrality of the role of te reo Mäori in Mäori cultural advancement and identity is a given and is inseparable from the exercise of (tino) rangatiratanga (an awareness of self as a basis for setting targets and developing self-reliance; the capacity to choose rapidly and effectively between options; and creativity, being the capacity to generate new solutions to new problems). As change agents, powerful children can and will make powerful decisions and change as they assert their Mäori worldviews, rather than clinging to the determinant worldviews of others. That change, for their psychological, sociocultural, and economic wellbeing, not only benefits te iwi Mäori, but also the nation. Köhanga reo and kura kaupapa Mäori have promulgated a revolution of sorts against the prevailing hegemony. The maintenance of a changed view is in furtherance of the wider aims of tino rangatiratanga—taking control of our own lives. In köhanga reo, this is afforded by the encouragement of children to think, to speak, and to do for themselves, in order to take responsibility for and be critical about the decisions they make. According},\n\tnumber = {1988},\n\tjournal = {Early Childhood Folio},\n\tauthor = {Skerrett-White, Mere},\n\tyear = {2004},\n\tpages = {34--39},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te rerenga a te pīrere: a longitudinal study of kōhanga reo and kura kaupapa Māori students. Pūrongo Tuatahi. Phase 1 Report.\n \n \n \n \n\n\n \n Cooper, G.; Arago-Kemp, V.; Wylie, C.; and Hodgen, E.\n\n\n \n\n\n\n Technical Report New Zealand Council Educational Research, 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{cooper_te_2004,\n\ttitle = {Te rerenga a te pīrere: a longitudinal study of kōhanga reo and kura kaupapa {Māori} students. {Pūrongo} {Tuatahi}. {Phase} 1 {Report}.},\n\turl = {http://www.nzcer.org.nz/research/publications/te-rerenga-te-pirere-longitudinal-study-kohanga-reo-and-kura-kaupapa-maori-stu},\n\tabstract = {Te Rerenga ä te Pïrere Te Rerenga a te Pirere (The Flight of the Fledgling) is a longitudinal study of 111 köhanga reo kohanga reo and kura kaupapa Mäori Maori students. This project is perhaps one of the first in-depth research projects of children in köhanga reo kohanga reo and kura kaupapa Mäori, kura kaupapa Maori their educational and social environments, and their learning. This is the report for the first year of the study. Te Rerenga ä te Pïrere Te Rerenga a te Pirere tracks the development and progress of three cohorts of children and is unique in that it aims to report on areas identified, by those involved in these movements, as the important features and goals of köhanga reo and kura kaupapa Mäorikura kaupapa Maori . For example, Mäori Maori language development, knowledge of tikanga Mäoritikanga Maori , and pängarau pangarau (mathematics). The study children, parents, kaiako, and tumuaki were interviewed and the children also completed a series of assessment tasks largely designed specifically for this project. Children in the study who spoke te reo Mäori te reo Maori more often, and had greater exposure to quality Mäori Maori language in köhanga reokohanga reo , kura, and home environments tended to perform higher overall on the measures that were used than those who did not.},\n\tinstitution = {New Zealand Council Educational Research},\n\tauthor = {Cooper, Garrick and Arago-Kemp, Vyletta and Wylie, Cathy and Hodgen, Edith},\n\tyear = {2004},\n\tkeywords = {Akoranga kaupapa Māori, Confidence, Exposure to te reo Māori outside of the home, Goals, International Research, Kaiako, Mārama Pū / Critical Awareness, Ngā Tohutohu, Opportunity, Parent views on Kōhanga Reo and Kura Kaupapa Māori, Performance on assessment tasks, Tamariki, Te Reo Māori i te kāinga, Te Reo Māori in the home, Te Rerenga a Pīrere, Teaching experience},\n\tpages = {185},\n}\n\n

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\n \n\n \n \n \n \n \n \n Integrating Language and Culture Revitalization into Public School Life.\n \n \n \n \n\n\n \n Capurso, M.\n\n\n \n\n\n\n In Report 14 - Survey of California and other Indian Languages, volume 0, pages 1–17, University of California at Berkeley, 2004. \n \n\n\n\n
\n\n\n\n \n \n $\"Integrating$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@inproceedings{capurso_integrating_2004,\n\taddress = {University of California at Berkeley},\n\ttitle = {Integrating {Language} and {Culture} {Revitalization} into {Public} {School} {Life}},\n\tvolume = {0},\n\turl = {http://linguistics.berkeley.edu/ survey/documents/survey-reports/survey-report-14.05-capurso.pdf},\n\tabstract = {The workshop from which this paper is derived summarized the circumstances and the stages of development of an innovative Native American education program I helped to establish, and provided participatns with an voerview of basic principles for use in creating similar programs in their own local situations. In the following pages, I will explain in greater detail the reasons for the choices we made in designing the program, and suggest some ways ot avoid setbacks that can undermine efforts to make the revitalization of First Nations languages and cultures a fundamental part of Indian students' learning in public school settings. I maintain that the integration of indigenous language and culture into mainstream classroom instruction is a natural and necessary component of an overall strategy for saving endangered ways of life which are essential for our shared future.},\n\tbooktitle = {Report 14 - {Survey} of {California} and other {Indian} {Languages}},\n\tauthor = {Capurso, Michael},\n\tyear = {2004},\n\tkeywords = {Ahurea, Culture, Heritage, Integration, International, Mainstream School System, Modern Education, Mārama Pū / Critical Awareness, Native American, Program Development Guidelines, Pāhekoheko, Revitalisation, Traditional Education, Whakarauora, indigenous language},\n\tpages = {1--17},\n}\n\n

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\n \n\n \n \n \n \n \n \n With language comes understanding.\n \n \n \n \n\n\n \n Burstyn, B.\n\n\n \n\n\n\n NZ Listener. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"With$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@article{burstyn_language_2004,\n\ttitle = {With language comes understanding},\n\tissn = {0110-5787},\n\turl = {http://www.listener.co.nz/uncategorized/with-language-comes-understanding/},\n\tabstract = {Explains how linguistic parity between English and French has been achieved in Quebec, and suggests a similar approach in NZ to raise the status of Maori language and culture. This occured in one generation. Could it do the same for New Zealand?},\n\tlanguage = {eng},\n\tjournal = {NZ Listener},\n\tauthor = {Burstyn, Barbara},\n\tyear = {2004},\n\tkeywords = {Canada, Multilingualism, Māori Language},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language revitalization in Native North America - Issues of intellectual property rights and intellectual sovereignty.\n \n \n \n \n\n\n \n Tatsch, S.\n\n\n \n\n\n\n College of Anthropology, 1: 257–62. 2004.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{tatsch_language_2004,\n\ttitle = {Language revitalization in {Native} {North} {America} - {Issues} of intellectual property rights and intellectual sovereignty},\n\tvolume = {1},\n\tissn = {0350-6134},\n\turl = {http://www.ncbi.nlm.nih.gov/pubmed/15156749},\n\tabstract = {Language revitalization, oral tradition and epistemology are expressions of Native peoples intellectual sovereignty, and thus the foundation for indigenous intellectual property rights. As the people of California move towards language and cultural revitalization the question arises: What constitutes or constructs the definitions of intellectual property and how can appropriation of indigenous knowledge be protected? Looking at the issues faced by the California's indigenous populace and by implication, other indigenous peoples in the United States, this essay examines how protection may be afforded under the United Nations definition of 'heritage'. Given that the holding safe of a 'culture' or 'heritage' is inclusive of language, and thus has been determined to be a human right.},\n\tjournal = {College of Anthropology},\n\tauthor = {Tatsch, Sheri},\n\tyear = {2004},\n\tpmid = {15156749},\n\tkeywords = {California, Human Rights, Human Rights: legislation \\& jurisprudence, Humans, Indians, Intellectual Property, Language, North American, Ownership, Ownership: legislation \\& jurisprudence, United Nations, United States},\n\tpages = {257--62},\n}\n\n

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@article{teepa_whakamatauria_2004,\n\ttitle = {Whakamātauria tō reo {Māori}},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka kōrerohia te uru atu ki ngā whakamātautau reo Māori ko te LFE, ko te PSM a Te Taura Whiri i te reo Māori., Talks about participating in the Level Finders Examination and the Public Sector Māori examinations of the Māori Language Commission. This handbook is written for people interested in sitting the Level Finder Examination (LFE). There are separate handbooks for other Whakamātauria Tō Reo Māori examinations. The introductory part of the handbook provides general background information about the Whakamātauria Tō Reo Māori examinations. The second part of the handbook contains specific information about the LFE and aims to assist those preparing to sit the LFE examination},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tauthor = {Teepa, Juanita},\n\tyear = {2004},\n\tkeywords = {Maori Language – Political Aspects, Maori Language – Written Maori, Reo Māori},\n\tpages = {31},\n}\n\n

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@article{johansen_back_2004,\n\ttitle = {Back from the ({Nearly}) {Dead}. {Reviving} {Indigenous} {Languages} across {North} {America}},\n\tvolume = {28},\n\tissn = {1534-1828},\n\turl = {http://www.jstor.org/stable/4138932},\n\tdoi = {10.1353/aiq.2004.0099},\n\tabstract = {The people of the Cochiti Pueblo were moved to revitalize their language after they conducted a survey that disclosed that all of its fluent speakers were thirty-five years of age or older. The few speakers under age thirty-five were semiliterate, according to Mary Eunice Romero, a Karas (Pueblo). Romero then asked, "What is going to happen to our language in 20 years when those [who are] 35 years old become 55? In 20 more years, when they're 75?"1},\n\tnumber = {3},\n\tjournal = {American Indian Quarterly},\n\tauthor = {Johansen, Bruce E},\n\tyear = {2004},\n\tpmid = {16794908},\n\tpages = {566--582},\n}\n\n

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@article{lealand_still_2004,\n\ttitle = {Still {Young} and {Female}: {A} ({Modest}) {Survey} of {New} {Zealand} {Journalists}},\n\tvolume = {10},\n\tissn = {1023-9499},\n\tshorttitle = {Still {Young} and {Female}},\n\tabstract = {The 2003 survey polled New Zealand journalists on their educational background, formal training, experiences on the job and professional development. The survey had a moderate return (297) and those participating provided useful insights into the profession as they responded to questions about changing aspects of journalism which are compared with the American journalists responding to the same questions.},\n\tlanguage = {eng},\n\tnumber = {2},\n\tjournal = {Pacific Journalism Review},\n\tauthor = {Lealand, Geoff},\n\tyear = {2004},\n\tkeywords = {Journalism–Research, Journalists, Mass media, Reporters and reporting},\n\tpages = {173--196},\n}\n\n

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@phdthesis{higgins_he_2004,\n\ttitle = {He tanga ngutu, he {Tuhoetanga} te mana motuhake o te ta moko wahine: {The} identity politics of moko kauae},\n\tshorttitle = {He tanga ngutu, he {Tuhoetanga} te mana motuhake o te ta moko wahine},\n\turl = {http://ourarchive.otago.ac.nz/handle/10523/157},\n\turldate = {2015-11-24},\n\tschool = {University of Otago},\n\tauthor = {Higgins, Rawinia R.},\n\tyear = {2004},\n}\n\n

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@article{may_bilingual/immersion_2004,\n\ttitle = {Bilingual/immersion education: {Indicators} of good practice},\n\tshorttitle = {Bilingual/immersion education},\n\turl = {http://www.kns.ac.nz/files/6d9cf62d1d8e8824/file_set_file/0000/0532/May,%20Hill,%20Tiakiwai%20(2004)%20Education%20Counts.pdf},\n\tabstract = {The Report provides an overview of the international and national research literature on bilingualism and bilingual/immersion education. The aim of the overview is to situate Māori-medium education in relation to attested research and practice on bilingual/immersion education worldwide and, from that, to highlight indicators of good practice for the further development of Māori-medium education. These indicators of good practice can also be applied more broadly to other bilingual education contexts in Aotearoa/New Zealand, such as Pasifika bilingual education.},\n\turldate = {2015-12-21},\n\tjournal = {Final Report to the Ministry of Education, New},\n\tauthor = {May, Stephen and Hill, Richard and Tiakiwai, Sarah},\n\tyear = {2004},\n}\n\n

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@article{hodgetts_media_2004,\n\ttitle = {Media coverage of ‘decades of disparity’in ethnic mortality in {Aotearoa}},\n\tvolume = {14},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1002/casp.792/full},\n\tabstract = {For some time we have known that factors such as economic prosperity, community cohesion, and social justice bear on health. These societal influences are particularly pertinent to the health of indigenous groups, such as Maori, who are still responding to processes of colonization. In July 2003 the New Zealand Ministry of Health published a report entitled ‘Decades of Disparity’, which proposed (among other things) that neoliberal policies of the last two decades impacted negatively on mortality rates for Maori and Pacific peoples, when compared with Pakeha. In this article we explore media coverage of this report through analyses of media releases, radio, television and newspaper items. It is argued that as the story evolved media increasingly challenged the importance of societal determinants of health, preferring individual level explanations. As a result coverage failed to give due emphasis to structural health concerns for Maori, which necessitate social change. Copyright © 2004 John Wiley \\& Sons, Ltd.},\n\tnumber = {6},\n\turldate = {2015-12-21},\n\tjournal = {Journal of community \\& applied social psychology},\n\tauthor = {Hodgetts, Darrin and Masters, Bridgette and Robertson, Neville},\n\tyear = {2004},\n\tpages = {455--472},\n}\n\n

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@article{may_maori-medium_2004,\n\ttitle = {Maori-medium education in {Aotearoa}/{New} {Zealand}},\n\turl = {https://books.google.co.nz/books?hl=en&lr=&id=6q6RAgAAQBAJ&oi=fnd&pg=PA21&dq=Maori+as+indigenous+language+of+Aotearoa&ots=9mlDOUfaed&sig=fFxsR3Lc6IeCAoB28OosOU1fmww},\n\tabstract = {A chapter that looks at recent delevopements in Māori-medium education. Looking at them with regard to the wider historical context.},\n\turldate = {2016-01-04},\n\tjournal = {Medium of instruction policies: Which agenda? Whose agenda},\n\tauthor = {May, Stephen},\n\tyear = {2004},\n\tpages = {21--42},\n}\n\n

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@inproceedings{lowe_birri-gubba_california_2004,\n\ttitle = {California {Down} {Under}: {Indigenous} {Language} {Revitalization} in {New} {South} {Wales}, {Australia}},\n\tvolume = {0},\n\turl = {http://linguistics.berkeley.edu/ survey/documents/survey-reports/survey-report-14.09-lowe-walsh.pdf},\n\tabstract = {NSW has made rapid gains in a short period and has received considerable government support. We conclude with some remarks on future directions in NSW.; The state of New South Wales in Australia shares a number of similarities with language revitalization in California as well as some signfiicant differences. In this paper; we provide a brief overview of the Indigenous language situation in NSW. Then we focus on langauge revitalization in NSW particularly over the last five years; with a special emphasis on education. We turn then to the comparison between NSW and California. Although California's efforts have been more sustained and focused over a longer period},\n\tbooktitle = {Language is {Life}. {Proceedings} of the 11th {Annual} {Stablizing} {Indigenous} {Languages} {Conference}},\n\tauthor = {Lowe (Birri-Gubba), Kevin and Walsh, Michael},\n\tyear = {2004},\n\tpages = {100--115},\n}\n\n

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\n \n\n \n \n \n \n \n Mentoring and the Retention of Newly Qualified Language Teachers.\n \n \n \n\n\n \n Brown, K.\n\n\n \n\n\n\n Cambridge Journal of Education, 31(1): 69–88. 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{brown_mentoring_2004,\n\ttitle = {Mentoring and the {Retention} of {Newly} {Qualified} {Language} {Teachers}.},\n\tvolume = {31},\n\tissn = {0305-764X},\n\tabstract = {Looks at subject-specific issues in mentoring from the perspective of newly qualified modern language teachers in their first year of teaching. Suggests that conventional conceptions of mentoring may only be a marginal factor in survival of these teachers in their first year. Discusses implications of findings. (BT)},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Cambridge Journal of Education},\n\tauthor = {Brown, Kim},\n\tyear = {2004},\n\tkeywords = {Elementary Secondary Education, Foreign Countries, Interprofessional Relationship, Mentors, Professional Development},\n\tpages = {69--88},\n}\n\n

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@article{mcintosh_tourists_2004,\n\ttitle = {Tourists’ appreciation of {Maori} culture in {New} {Zealand}},\n\tvolume = {25},\n\tissn = {0261-5177},\n\turl = {http://www.sciencedirect.com/science/article/pii/S026151770300058X},\n\tdoi = {10.1016/S0261-5177(03)00058-X},\n\tabstract = {Tourists’ perspectives of indigenous tourism are not fully understood. This paper explores the nature of demand for indigenous tourism with particular attention to the appreciation of indigenous culture gained by tourists. The latter is explored using in-depth interviews with international tourists visiting New Zealand to examine tourists’ motivations, perceptions and experiences of Maori culture. Findings of the present study provide some evidence to support anecdotal conclusions about the similar demands tourists require from their encounters with indigenous peoples. Five central dimensions of experience from which tourists come to appreciate the cultures of indigenous peoples are reported, namely; gazing , lifestyle , authenticity , personal interaction and informal learning. Important issues of product development and options for the sustainable development of indigenous communities are considered.},\n\tlanguage = {eng},\n\tnumber = {1},\n\turldate = {2016-07-17},\n\tjournal = {Tourism Management},\n\tauthor = {McIntosh, Alison J.},\n\tyear = {2004},\n\tkeywords = {Host Culture, Indigenous Tourism, Maori Culture, Tourist Experience},\n\tpages = {1--15},\n}\n\n

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@article{eisenlohr_language_2004,\n\ttitle = {{LANGUAGE} {REVITALIZATION} {AND} {NEW} {TECHNOLOGIES}: {Cultures} of {Electronic} {Mediation} and the {Refiguring} of {Communities}},\n\tvolume = {33},\n\tissn = {0084-6570},\n\turl = {http://www.annualreviews.org/doi/abs/10.1146/annurev.anthro.33.070203.143900},\n\tdoi = {10.1146/annurev.anthro.33.070203.143900},\n\tnumber = {1},\n\tjournal = {Annual Review of Anthropology},\n\tauthor = {Eisenlohr, Patrick},\n\tmonth = oct,\n\tyear = {2004},\n\tkeywords = {information technology, linguistic ideology},\n\tpages = {21--45},\n}\n\n

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@article{spack_how_2004,\n\ttitle = {How to {Keep} {Your} {Language} {Alive}: {A} {Commonsense} {Approach} to {One}-on-{One} {Language} {Learning} (review)},\n\tvolume = {16},\n\tissn = {1548-9590},\n\turl = {http://muse.jhu.edu/content/crossref/journals/studies_in_american_indian_literatures/v016/16.1spack.html},\n\tdoi = {10.1353/ail.2004.0014},\n\tnumber = {1},\n\tjournal = {Studies in American Indian Literatures},\n\tauthor = {Spack, Ruth},\n\tyear = {2004},\n\tpages = {90--93},\n}\n\n

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@article{luykx_future_2004,\n\ttitle = {The future of {Quechua} and the {Quechua} of the future: language ideologies and language planning in {Bolivia}},\n\tvolume = {2004},\n\tissn = {0165-2516},\n\turl = {http://www.degruyter.com/view/j/ijsl.2004.2004.issue-167/ijsl.2004.019/ijsl.2004.019.xml},\n\tdoi = {10.1515/ijsl.2004.019},\n\tnumber = {167},\n\tjournal = {International Journal of the Sociology of Language},\n\tauthor = {Luykx, Aurolyn},\n\tmonth = jan,\n\tyear = {2004},\n\tpages = {147--158},\n}\n\n

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\n \n\n \n \n \n \n \n Critical Strategies for Social Research.\n \n \n \n\n\n \n Carroll, W. K.\n\n\n \n\n\n\n Canadian Scholars’ Press, January 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@book{carroll_critical_2004,\n\ttitle = {Critical {Strategies} for {Social} {Research}},\n\tisbn = {978-1-55130-251-5},\n\tabstract = {Edited by Canadian sociologist William K. Carroll, this thought-provoking volume is designed for research methods courses in sociology and social sciences. Critical Strategies for Social Research explores ways in which several key research strategies bring an emancipatory dimension to social analysis. The new approaches recognize that social analysis is a form of knowledge production that takes place in a human-constructed world marked by injustice and persistent inequality.Carroll considers five influential and productive strategies of inquiry:Dialectical Social AnalysisInstitutional EthnographyParticipatory Action ResearchCritical Discourse AnalysisSocial Inquiry as Communicative Reason},\n\tlanguage = {en},\n\tpublisher = {Canadian Scholars’ Press},\n\tauthor = {Carroll, William K.},\n\tmonth = jan,\n\tyear = {2004},\n\tkeywords = {Social Science / Sociology / General},\n}\n\n

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\n \n\n \n \n \n \n \n Benefits of Bilingualism.\n \n \n \n\n\n \n Anonymous\n\n\n \n\n\n\n Foreign Language Annals, 37(3): 506. 2004.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{anonymous_benefits_2004,\n\ttitle = {Benefits of {Bilingualism}},\n\tvolume = {37},\n\tissn = {0015-718X},\n\tlanguage = {eng},\n\tnumber = {3},\n\tjournal = {Foreign Language Annals},\n\tauthor = {{Anonymous}},\n\tyear = {2004},\n\tpages = {506},\n}\n\n

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@article{smith_twenty-five_2004,\n\ttitle = {Twenty-five indigenous projects},\n\turl = {https://books.google.co.nz/books?hl=en&lr=&id=0ifquwWtU2oC&oi=fnd&pg=PA75&dq=self-determining+approaches+to+language+revitalisation+for+communities&ots=NR2c8Hgmoq&sig=u-Pz4eXpARP2LSvnG9HUN24sj-s},\n\tabstract = {The implications for indigenous research which have been derived from the imperatives insdie the struggles of the 1970s seem to be clear and straightforward: the survival of peoples, cultures, and languages; the struggle to become self-determining, the need to take back control of our destinies. These imperatives have demanded more than rhetoric and acts of defiance. The acts of reclaiming, reformulating, and reconstituting indigenous cultures and languages have required the mounting of an ambitious research programme, one that is very strategic in its purpose and activities and relentless in its pursuit of social justice. Within the programme are a number of very distinct projects. THemes such as cultural survival, self-determination, healing, restoration, and social justice are engaing indigenous researchers and indigenous communities of interest.},\n\turldate = {2016-01-12},\n\tjournal = {Critical strategies for social research},\n\tauthor = {Smith, Linda Tuhiwai},\n\tyear = {2004},\n\tpages = {75},\n}\n\n

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@article{steeman_marta_language_2004,\n\ttitle = {Language software firm taps {Chinese} market},\n\tlanguage = {English},\n\tjournal = {Asia Africa Intelligence Wire},\n\tauthor = {{Steeman Marta}},\n\tyear = {2004},\n}\n\n

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@article{skerrett-white_role_2004,\n\ttitle = {The role of arapū in reversing language shift in kōhanga reo},\n\tvolume = {8},\n\turl = {http://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/role-arapu-reversing-language-shift-kohanga-reo},\n\tabstract = {The centrality of the role of te reo Mäori in Mäori cultural advancement and identity is a given and is inseparable from the exercise of (tino) rangatiratanga (an awareness of self as a basis for setting targets and developing self-reliance; the capacity to choose rapidly and effectively between options; and creativity, being the capacity to generate new solutions to new problems). As change agents, powerful children can and will make powerful decisions and change as they assert their Mäori worldviews, rather than clinging to the determinant worldviews of others. That change, for their psychological, sociocultural, and economic wellbeing, not only benefits te iwi Mäori, but also the nation. Köhanga reo and kura kaupapa Mäori have promulgated a revolution of sorts against the prevailing hegemony. The maintenance of a changed view is in furtherance of the wider aims of tino rangatiratanga—taking control of our own lives. In köhanga reo, this is afforded by the encouragement of children to think, to speak, and to do for themselves, in order to take responsibility for and be critical about the decisions they make. According},\n\tnumber = {1988},\n\tjournal = {Early Childhood Folio},\n\tauthor = {Skerrett-White, Mere},\n\tyear = {2004},\n\tpages = {34--39},\n}\n\n

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@techreport{cooper_te_2004,\n\ttitle = {Te rerenga a te pīrere: a longitudinal study of kōhanga reo and kura kaupapa {Māori} students. {Pūrongo} {Tuatahi}. {Phase} 1 {Report}.},\n\turl = {http://www.nzcer.org.nz/research/publications/te-rerenga-te-pirere-longitudinal-study-kohanga-reo-and-kura-kaupapa-maori-stu},\n\tabstract = {Te Rerenga ä te Pïrere Te Rerenga a te Pirere (The Flight of the Fledgling) is a longitudinal study of 111 köhanga reo kohanga reo and kura kaupapa Mäori Maori students. This project is perhaps one of the first in-depth research projects of children in köhanga reo kohanga reo and kura kaupapa Mäori, kura kaupapa Maori their educational and social environments, and their learning. This is the report for the first year of the study. Te Rerenga ä te Pïrere Te Rerenga a te Pirere tracks the development and progress of three cohorts of children and is unique in that it aims to report on areas identified, by those involved in these movements, as the important features and goals of köhanga reo and kura kaupapa Mäorikura kaupapa Maori . For example, Mäori Maori language development, knowledge of tikanga Mäoritikanga Maori , and pängarau pangarau (mathematics). The study children, parents, kaiako, and tumuaki were interviewed and the children also completed a series of assessment tasks largely designed specifically for this project. Children in the study who spoke te reo Mäori te reo Maori more often, and had greater exposure to quality Mäori Maori language in köhanga reokohanga reo , kura, and home environments tended to perform higher overall on the measures that were used than those who did not.},\n\tinstitution = {New Zealand Council Educational Research},\n\tauthor = {Cooper, Garrick and Arago-Kemp, Vyletta and Wylie, Cathy and Hodgen, Edith},\n\tyear = {2004},\n\tkeywords = {Akoranga kaupapa Māori, Confidence, Exposure to te reo Māori outside of the home, Goals, International Research, Kaiako, Mārama Pū / Critical Awareness, Ngā Tohutohu, Opportunity, Parent views on Kōhanga Reo and Kura Kaupapa Māori, Performance on assessment tasks, Tamariki, Te Reo Māori i te kāinga, Te Reo Māori in the home, Te Rerenga a Pīrere, Teaching experience},\n\tpages = {185},\n}\n\n

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@inproceedings{capurso_integrating_2004,\n\taddress = {University of California at Berkeley},\n\ttitle = {Integrating {Language} and {Culture} {Revitalization} into {Public} {School} {Life}},\n\tvolume = {0},\n\turl = {http://linguistics.berkeley.edu/ survey/documents/survey-reports/survey-report-14.05-capurso.pdf},\n\tabstract = {The workshop from which this paper is derived summarized the circumstances and the stages of development of an innovative Native American education program I helped to establish, and provided participatns with an voerview of basic principles for use in creating similar programs in their own local situations. In the following pages, I will explain in greater detail the reasons for the choices we made in designing the program, and suggest some ways ot avoid setbacks that can undermine efforts to make the revitalization of First Nations languages and cultures a fundamental part of Indian students' learning in public school settings. I maintain that the integration of indigenous language and culture into mainstream classroom instruction is a natural and necessary component of an overall strategy for saving endangered ways of life which are essential for our shared future.},\n\tbooktitle = {Report 14 - {Survey} of {California} and other {Indian} {Languages}},\n\tauthor = {Capurso, Michael},\n\tyear = {2004},\n\tkeywords = {Ahurea, Culture, Heritage, Integration, International, Mainstream School System, Modern Education, Mārama Pū / Critical Awareness, Native American, Program Development Guidelines, Pāhekoheko, Revitalisation, Traditional Education, Whakarauora, indigenous language},\n\tpages = {1--17},\n}\n\n

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\n \n 2003\n \n \n (56)\n \n \n

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\n \n\n \n \n \n \n \n Speakers of Māori within the Māori population.\n \n \n \n\n\n \n Zealand., N.\n\n\n \n\n\n\n Te Puni Kōkiri,, Wellington, N.Z. :, 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand._speakers_2003,\n\taddress = {Wellington, N.Z. :},\n\ttitle = {Speakers of {Māori} within the {Māori} population.},\n\tisbn = {978-0-478-26031-1},\n\tpublisher = {Te Puni Kōkiri,},\n\tauthor = {New Zealand.},\n\tyear = {2003},\n}\n\n

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\n \n\n \n \n \n \n \n He kōrero pai nā Ruka : mai i te Paipera Tapu me te Contemporary English Version me te kōrero mō Tārore = Good news from Luke : from the Māori Bible (Paipera Tapu) and Contemporary English Version and the Story of Tārore.\n \n \n \n\n\n \n in New Zealand., B. S.\n\n\n \n\n\n\n The Bible Society of New Zealand,, Wellington, N.Z. :, 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{bible_society_in_new_zealand._he_2003,\n\taddress = {Wellington, N.Z. :},\n\ttitle = {He kōrero pai nā {Ruka} : mai i te {Paipera} {Tapu} me te {Contemporary} {English} {Version} me te kōrero mō {Tārore} = {Good} news from {Luke} : from the {Māori} {Bible} ({Paipera} {Tapu}) and {Contemporary} {English} {Version} and the {Story} of {Tārore}.},\n\tisbn = {978-0-908867-85-1},\n\tshorttitle = {He kōrero pai nā {Ruka}},\n\tpublisher = {The Bible Society of New Zealand,},\n\tauthor = {Bible Society in New Zealand.},\n\tyear = {2003},\n}\n\n

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\n \n\n \n \n \n \n \n Report of the Waitangi Tribunal on the Te Reo Maori claim : Wai 11.\n \n \n \n\n\n \n New Zealand., E. T. J.; and Durie\n\n\n \n\n\n\n Legislation Direct,, Wellington, N.Z. :, 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand._report_2003,\n\taddress = {Wellington, N.Z. :},\n\ttitle = {Report of the {Waitangi} {Tribunal} on the {Te} {Reo} {Maori} claim : {Wai} 11.},\n\tisbn = {978-1-86956-195-6},\n\tshorttitle = {Report of the {Waitangi} {Tribunal} on the {Te} {Reo} {Maori} claim},\n\tpublisher = {Legislation Direct,},\n\tauthor = {New Zealand., E. T. J. and {Durie}},\n\tyear = {2003},\n}\n\n

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@book{new_zealand._report_2003-1,\n\taddress = {Wellington, N.Z. :},\n\ttitle = {Report of the {Waitangi} {Tribunal} on the {Te} {Reo} {Maori} claim : {Wai} 11.},\n\tisbn = {978-1-86956-195-6},\n\tshorttitle = {Report of the {Waitangi} {Tribunal} on the {Te} {Reo} {Maori} claim},\n\tpublisher = {Legislation Direct,},\n\tauthor = {New Zealand., E. T. J. and {Durie}},\n\tyear = {2003},\n}\n\n

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\n \n\n \n \n \n \n \n New Zealand plans to include the Maori language as part of their services.\n \n \n \n\n\n \n \n\n\n \n\n\n\n PAC - Pacific Islands Broadcasting Association. 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{noauthor_new_2003,\n\ttitle = {New {Zealand} plans to include the {Maori} language as part of their services},\n\tlanguage = {English},\n\tjournal = {PAC - Pacific Islands Broadcasting Association},\n\tyear = {2003},\n}\n\n

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\n \n\n \n \n \n \n \n \n Mayan Language Revival and Revitalization Politics: Linguists and Linguistic Ideologies.\n \n \n \n \n\n\n \n England, N. C.\n\n\n \n\n\n\n American Anthropologist, 105(4): 733–743. December 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Mayan$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{england_mayan_2003,\n\ttitle = {Mayan {Language} {Revival} and {Revitalization} {Politics}: {Linguists} and {Linguistic} {Ideologies}},\n\tvolume = {105},\n\tissn = {0002-7294},\n\turl = {http://www.jstor.org/stable/3567138?seq=1#page_scan_tab_contents},\n\tdoi = {10.1525/aa.2003.105.4.733},\n\tabstract = {Although spoken by a relatively large population, Mayan languages show signs of language shift and loss because the children in some of the speech communities are no longer learning the language. At the same time, Mayas are participating in a movement of cultural reaffirmation, a principle focus of which is language. Maya linguists are central in formulating and reshaping language ideologies to further the goals of revitalization, and they play a significant role in cultural/linguistic activism. This article shows the extent of the contribution of linguistics to Mayan language vitality through an analysis of language ideologies and how they have been reformulated by Maya linguists, and by a review of an apparently successful attempt at reversing language loss that has arisen through an integrated community-based program of cultural revitalization that centers, to a large extent, on language and makes specific use of linguistics.},\n\tnumber = {4},\n\tjournal = {American Anthropologist},\n\tauthor = {England, Nora C.},\n\tmonth = dec,\n\tyear = {2003},\n\tpages = {733--743},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language endangerment and language revival.\n \n \n \n \n\n\n \n Mühlhäusler, P.\n\n\n \n\n\n\n Journal of Sociolinguistics, 7: 232–245. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{muhlhausler_language_2003,\n\ttitle = {Language endangerment and language revival},\n\tvolume = {7},\n\tissn = {1467-9841},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1111/1467-9481.00221/abstract},\n\tabstract = {NA},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Mühlhäusler, Peter},\n\tyear = {2003},\n\tpages = {232--245},\n}\n\n

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\n \n\n \n \n \n \n \n Te Rautaki Reo Māori. The Māori Language Strategy.\n \n \n \n\n\n \n Te Puni Kōkiri & Te Taura Whiri i te Reo Māori\n\n\n \n\n\n\n Technical Report 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{te_puni_kokiri_&_te_taura_whiri_i_te_reo_maori_te_2003,\n\ttitle = {Te {Rautaki} {Reo} {Māori}. {The} {Māori} {Language} {Strategy}},\n\tauthor = {{Te Puni Kōkiri \\& Te Taura Whiri i te Reo Māori}},\n\tyear = {2003},\n}\n\n

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\n \n\n \n \n \n \n \n \n Introduction.\n \n \n \n \n\n\n \n Janse, M.; and Sijmen, T.\n\n\n \n\n\n\n In Language Death and Language Maintenance. John Benjamin Publishing Company, 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Introduction$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{janse_introduction_2003,\n\ttitle = {Introduction},\n\tcopyright = {Sign up to download},\n\turl = {http://www.academia.edu/695409/Language_Death_and_Language_Maintenance_Problems_and_Prospects},\n\tabstract = {Languages are dying at an alarming rate all over the world. Estimates range from 50\\% to as much as 90\\% by the end of the century. This collection of original papers tries to strike a balance between theoretical, practical and descriptive approaches to language death and language maintenance. It provides overviews of language endangerment in Africa, Eurasia, and the Greater Pacific Area. It also presents case studies of endangered languages from various language families. These descriptive case studies not only provide data on the degree of endangerment and the causes of language death, but also provide a general sociolinguistic and typological characterization the language(s) under discussion and the prospects of language maintenance (if any). The volume will be of interest to all those concerned with the ongoing extinction of the world’s linguistic diversity.},\n\tbooktitle = {Language {Death} and {Language} {Maintenance}},\n\tpublisher = {John Benjamin Publishing Company},\n\tauthor = {Janse, Mark and Sijmen, Tol},\n\tyear = {2003},\n}\n\n

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\n \n\n \n \n \n \n \n \n Issues in Maori language planning and revitalisation.\n \n \n \n \n\n\n \n Harlow, R.; and others\n\n\n \n\n\n\n He Puna Korero: Journal of Maori and Pacific Development, 4(1): 32. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Issues$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@article{harlow_issues_2003,\n\ttitle = {Issues in {Maori} language planning and revitalisation},\n\tvolume = {4},\n\turl = {http://search.informit.com.au/fullText;dn=884605403420683;res=IELIND},\n\tabstract = {extract: All languages which have undergone changes of status in the course of their histories have been the subject of language planning, be this consistent or piecemeal, officially driven or diffuse.2 In some cases, the processes have been and are still relatively ‘painless’ or even subliminal, at least as far as much of the population speaking the language is concerned. English is an extreme case in this respect, so that Ayto (1983) is able to speak of the ‘failure of language reform’ as a striking characteristic of its history. Many of the issues which could potentially be associated with its position in both the world and in particular countries do not, to all intents and purposes, arise. They have been dealt with by history; the way English works as a lingua franca, as an official language, as an international language in a variety of domains and regions, its spelling systems, its vocabulary, just ‘growed’, with only sporadic help from conscious planning. For other languages however, especially for languages which have rather suddenly undergone a change in status of some kind or another, a whole set of issues arise. Here I want to mention some of the issues which come into play in New Zealand with respect to Mäori, though much the same sort of matters are concerns in many other parts of the world as well.},\n\tnumber = {1},\n\turldate = {2015-11-30},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Harlow, Ray and {others}},\n\tyear = {2003},\n\tkeywords = {Language Planning},\n\tpages = {32},\n}\n\n

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\n \n\n \n \n \n \n \n \n 3. Language Revitalization.\n \n \n \n \n\n\n \n Hinton, L.\n\n\n \n\n\n\n Annual Review of Applied Linguistics, 23: 44–57. April 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"3.$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hinton_3._2003,\n\ttitle = {3. {Language} {Revitalization}},\n\tvolume = {23},\n\tissn = {0267-1905},\n\turl = {http://www.journals.cambridge.org/abstract_S0267190503000187},\n\tdoi = {10.1017/S0267190503000187},\n\tjournal = {Annual Review of Applied Linguistics},\n\tauthor = {Hinton, Leanne},\n\tmonth = apr,\n\tyear = {2003},\n\tpages = {44--57},\n}\n\n

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\n \n\n \n \n \n \n \n \n Oral History Shares the Wealth of a Navajo Community.\n \n \n \n \n\n\n \n Begay, S. L.; Jimmie, M.; and Lockard, L.\n\n\n \n\n\n\n ,149–154. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Oral$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{begay_oral_2003,\n\ttitle = {Oral {History} {Shares} the {Wealth} of a {Navajo} {Community}.},\n\turl = {http://eric.ed.gov/?id=ED482041},\n\tabstract = {This paper describes a collaborative project in which K-3 Navajo students used oral history interviews, archival photos, and primary documents to explore the history of their communities. Participating students attended schools that were implementing the Dine (Navajo) Language and Culture teaching perspective, which is based on the premises that education is best when it reflects a sense of place, education should be based on the philosophy and values of those being educated, and teacher preparation should reflect the Dine perspective of education. Each school had a reciprocal relationship with the community. The community helped identify themes to be explored, and the students conducting field research. Students identified proficiency in the Navajo language as a resource in conducting this research. Many respondents answered students' questions in Navajo. Navajo language place names were an important link to the history of the community, names, and stories that had lost their},\n\tlanguage = {en},\n\turldate = {2016-07-20},\n\tauthor = {Begay, Sara L. and Jimmie, Mary and Lockard, Louise},\n\tyear = {2003},\n\tkeywords = {American Indian, Arizona, Colarado River, Community based research, Cultural Awareness, Culturally Relevant Education, Diné Language/ Culture, Elementary Education, Environmental Education, Hapori, International Indigineous, Korero Onamata, Kounga, Landmarks, Leupp, Native Speakers, Navajo Nation, Oral histories, Pūrakau, Stories, Tāwāhi, Uncommonly Taught Languages},\n\tpages = {149--154},\n}\n\n

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\n \n\n \n \n \n \n \n Revitalising Indigenous Languages in Homogenising Times.\n \n \n \n\n\n \n McCARTY, T. L.\n\n\n \n\n\n\n Volume 39 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{mccarty_revitalising_2003,\n\ttitle = {Revitalising {Indigenous} {Languages} in {Homogenising} {Times}},\n\tvolume = {39},\n\tisbn = {03050068},\n\tabstract = {The world's linguistic and cultural diversity is endangered by the forces of globalisation, which work to homogenise and standardise even as they segregate and marginalise. Here, I focus on the struggle to conserve linguistic and cultural diversity among Indigenous groups in the United States. Native languages are in drastic decline. Yet even as more Native American children come to school speaking English, they are likely to be stigmatised as ‘limited English proficient' and placed in remedial programmes. This situation has motivated bold new approaches to Indigenous schooling that emphasise immersion in the heritage language. This article presents data on these developments and their impacts on students' self-efficacy and school performance, analysing these data in light of critical theory and current knowledge in the field of bilingual education. Indigenous language reclamation efforts must not only confront a legacy of colonialism, but also mounting pressures for standardisation and English monolingualism. I conclude with an examination of these power relations as they are manifest in the struggle for Indigenous self-determination and linguistic human rights.},\n\tnumber = {2},\n\tauthor = {McCARTY, TERESA L.},\n\tyear = {2003},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Bilingual Education and Language Revitalization in Wales: Past Achievements and Current Issues 1.\n \n \n \n \n\n\n \n Jones, D. V; and Martin-Jones, M.\n\n\n \n\n\n\n In Medium of instruction policies : Which agenda? Whose agenda?. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Bilingual$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@incollection{jones_bilingual_2003,\n\ttitle = {Bilingual {Education} and {Language} {Revitalization} in {Wales}: {Past} {Achievements} and {Current} {Issues} 1},\n\tisbn = {1-4106-0932-4},\n\turl = {http://dspace.tsd.ac.uk/dspace/bitstream/10412/121/1/Bilingual%20Ed.%20final%20version.pdf},\n\turldate = {2016-07-29},\n\tbooktitle = {Medium of instruction policies : {Which} agenda? {Whose} agenda?},\n\tauthor = {Jones, Dylan V and Martin-Jones, Marilyn},\n\tyear = {2003},\n\tkeywords = {1980s, Bilingual Education, Bilingual Mathematics, Bilingualism, Code switching across turns, Ethnographic Classroom, Impact of Educational Legislation, Increasingly diverse Intake, Language revitalisation, Mārama pū, Normalization, Primary \\& Secondary Schools, Resistance to Anglicization, Sociolinguistic Historical context, Welsh Medium Bilingual Education},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Mata o te Tai-the edge of the tide: rising capacity in information technology of Maori in Aotearoa-New Zealand.\n \n \n \n \n\n\n \n Kamira, R.\n\n\n \n\n\n\n The Electronic Library, 21(5): 465–475. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{kamira_te_2003,\n\ttitle = {Te {Mata} o te {Tai}-the edge of the tide: rising capacity in information technology of {Maori} in {Aotearoa}-{New} {Zealand}},\n\tvolume = {21},\n\tshorttitle = {Te {Mata} o te {Tai}-the edge of the tide},\n\turl = {http://www.emeraldinsight.com/doi/pdf/10.1108/02640470310499858},\n\tabstract = {This paper argues that one can extract relevant lessons in the information technology era from one’s colonial past. One such lesson is to understand how information technologies might further impact on one’s knowledge. While there are many recent information technology projects, they are often ad hoc and in “pilot” or “trial” mode, reducing any chance of sustainability or “proof of concept”. However, experience has taught people some of the pitfalls, management and effectiveness of information technology, and the capacity to understand, select and critique is increasing. Thus, the edge of the tide creeps slowly forward},\n\tnumber = {5},\n\turldate = {2015-12-21},\n\tjournal = {The Electronic Library},\n\tauthor = {Kamira, Robyn},\n\tyear = {2003},\n\tpages = {465--475},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n A Maori University in New Zealand Tries to Cope With Rapid Growth.\n \n \n \n \n\n\n \n Cohen, D.\n\n\n \n\n\n\n The Chronicle of Higher Education, 49(46): A.34. 2003.\n 1\n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{cohen_maori_2003,\n\ttitle = {A {Maori} {University} in {New} {Zealand} {Tries} to {Cope} {With} {Rapid} {Growth}},\n\tvolume = {49},\n\tissn = {0009-5982},\n\turl = {https://business.highbeam.com/434953/article-1G1-147118341/maori-university-new-zealand-tries-cope-rapid-growth},\n\tabstract = {Although enthusiasm for learning the native language pervades Australia's eight public universities and other such institutions, interest is strongest at the 10-campus Te Wananga o Aotearoa, New Zealand's only explicitly Maori institution of higher learning. The college, which is accredited by the New Zealand Quality Authority, a government agency, is unusual by many international benchmarks and has its headquarters here in this leafy little North Island township.},\n\tlanguage = {eng},\n\tnumber = {46},\n\tjournal = {The Chronicle of Higher Education},\n\tauthor = {Cohen, David},\n\tyear = {2003},\n\tnote = {1},\n\tkeywords = {Australia, Colleges \\& Universities, Higher Education, Indigenous People, Language},\n\tpages = {A.34},\n}\n\n

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\n \n\n \n \n \n \n \n Kia Mate Rā Anō a Tama-nui-te-rā: Reversing Language Shift in Kōhanga Reo.\n \n \n \n\n\n \n Skerrett, M.\n\n\n \n\n\n\n Ph.D. Thesis, 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{skerrett_kia_2003,\n\ttitle = {Kia {Mate} {Rā} {Anō} a {Tama}-nui-te-rā: {Reversing} {Language} {Shift} in {Kōhanga} {Reo}},\n\tauthor = {Skerrett, Mere},\n\tyear = {2003},\n\tkeywords = {Early childhood, Family involvement, Kohanga reo, Maori family, Maori language, Maori medium education, Preschool Education, Student outcomes, Te Reo Maori curriculum, Tino rangatiratanga, Young children, maori education},\n}\n\n

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\n \n\n \n \n \n \n \n \n The construction of a national Maori identity by Maori media.\n \n \n \n \n\n\n \n Stuart, I.; and others\n\n\n \n\n\n\n Pacific journalism review, 9(1): 45. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{stuart_construction_2003,\n\ttitle = {The construction of a national {Maori} identity by {Maori} media},\n\tvolume = {9},\n\turl = {http://search.informit.com.au/documentSummary;dn=150199788525515;res=IELHSS},\n\tabstract = {The development of a Maori identity largely in terms of Maori radio, as the major national Maori media, making references to print media sources, is studied. By creating their own identity and accompanying discourse, Maori might be forcing New Zealand down the path towards theories of Ernesto Laclau and Chantal Mouffe, in which social antagonisms are healthy, where plurality is valued, and where conflicts are a healthy part of democracy},\n\tnumber = {1},\n\turldate = {2015-12-21},\n\tjournal = {Pacific journalism review},\n\tauthor = {Stuart, Ian and {others}},\n\tyear = {2003},\n\tkeywords = {Democracy, Indigenous peoples–Social life and customs, Maori (New Zealand people), Maori (New Zealand people)–Social life and customs, Mass media, Nation-building, Radio broadcasting},\n\tpages = {45},\n}\n\n

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\n \n\n \n \n \n \n \n \n Reassessing Maori regeneration.\n \n \n \n \n\n\n \n Spolsky, B.\n\n\n \n\n\n\n Language in Society, 32(04): 553–578. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Reassessing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{spolsky_reassessing_2003,\n\ttitle = {Reassessing {Maori} regeneration},\n\tvolume = {32},\n\turl = {http://journals.cambridge.org/abstract_S0047404503324042},\n\tabstract = {After nearly two centuries of contact with Europeans, the Maori language of New Zealand was, by the 1960s, threatened with extinction. Accompanying a movement for ethnic revival, a series of grassroots regeneration efforts that established adult, preschool, and autonomous school immersion programs has over the past two decades increased substantially the number of Maori who know and use their language, but this has not yet led to the reestablishment of natural intergenerational transmission. More recently, responding to growing ethnic pressures, the New Zealand government has adopted a Maori language policy and is starting to implement it. Seen in its widest social, political, and economic context, this process can be understood not as colonial language loss followed by postcolonial reversing language shift activities, but as the continuation of a long process of negotiation of accommodation between autochthonous Maori and European settlers.},\n\tnumber = {04},\n\turldate = {2015-12-21},\n\tjournal = {Language in Society},\n\tauthor = {Spolsky, Bernard},\n\tyear = {2003},\n\tpages = {553--578},\n}\n\n

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\n \n\n \n \n \n \n \n Te Rere a Te Amokura Hei Tautoko i te Whakaora an ̲me te Whaka.\n \n \n \n\n\n \n Skerrett-White, M.; New Zealand. Ministry of Education; and New Zealand. Learning Media\n\n\n \n\n\n\n Published for the Ministry of Education by Learning Media, 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{skerrett-white_te_2003,\n\ttitle = {Te {Rere} a {Te} {Amokura} {Hei} {Tautoko} i te {Whakaora} an ̲me te {Whaka}.},\n\tabstract = {"This video is a case study of how a particular kh̲anga reo is supporting childrens Maori language development." E whakaatu ana tenei ripene whakaata i te ahua o nga tautoko a tetahi kohanga reo i te whanaketanga o te reo Maori o nga tamariki. E pa ana ki nga mahi whakaora, whakau hoki i te reo Maori i roto i nga tamariki, i roto ano hoki i nga whanau, me te hapori. This video is a case study of how this kohanga reo supports the children's Maori language development. It is about the regeneration and maintenance of the language, not only amongst the children but also in their families and in the community. Includes booklet.},\n\tlanguage = {mao},\n\tpublisher = {Published for the Ministry of Education by Learning Media},\n\tauthor = {Skerrett-White, Mere and {New Zealand. Ministry of Education} and {New Zealand. Learning Media}},\n\tyear = {2003},\n\tkeywords = {Education, Kh̲anga reo., Kōhanga reo., Maori (New Zealand people) Education (Preschool), Maori language Revival., Maori language Study and teaching (Preschool), Matareo., Preschool New Zealand., Te Kh̲anga Reo o Te Amokura.},\n}\n\n

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\n \n\n \n \n \n \n \n \n Can indigenous cultures survive the future?.\n \n \n \n \n\n\n \n Razak, V.\n\n\n \n\n\n\n Futures, 35(9): 907–915. November 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Can$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{razak_can_2003,\n\ttitle = {Can indigenous cultures survive the future?},\n\tvolume = {35},\n\tissn = {00163287},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S001632870300048X},\n\tdoi = {10.1016/S0016-3287(03)00048-X},\n\tnumber = {9},\n\tjournal = {Futures},\n\tauthor = {Razak, V.M},\n\tmonth = nov,\n\tyear = {2003},\n\tpages = {907--915},\n}\n\n

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\n \n\n \n \n \n \n \n Te Toi Huarewa: Effective Teaching and Learning in Total Immersion Maori Language Educational Settings.\n \n \n \n\n\n \n Bishop, R.; Berryman, M.; and Richardson, C.\n\n\n \n\n\n\n Canadian Journal of Native Education, 26(1): 44–61. 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{bishop_te_2003,\n\ttitle = {Te {Toi} {Huarewa}: {Effective} {Teaching} and {Learning} in {Total} {Immersion} {Maori} {Language} {Educational} {Settings}.},\n\tvolume = {26},\n\tissn = {0710-1481},\n\tshorttitle = {Te {Toi} {Huarewa}},\n\tabstract = {A study examining teaching and learning strategies in Maori-medium elementary classrooms observed and interviewed 13 effective teachers. These teachers created culturally appropriate environments; used nonconfrontational behavior management; matched strategies and materials to children's prior knowledge, experience, and abilities; used power-sharing practices; used formative evaluation to direct future teaching practice; and cultivated family support. (TD)},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Canadian Journal of Native Education},\n\tauthor = {Bishop, Russell and Berryman, Mere and Richardson, Cath},\n\tyear = {2003},\n\tkeywords = {Classroom Environment, Culturally Relevant Education, Educational Strategies, Elementary Education, Foreign Countries, Immersion Programs, Indigenous Personnel, Maori, Maori (People), Native Language Instruction, Participatory Research, Teacher Effectiveness, Teacher Student Relationship, Teaching Methods, Tribally Controlled Education},\n\tpages = {44--61},\n}\n\n

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\n \n\n \n \n \n \n \n \n Languages in a Globalising World.\n \n \n \n \n\n\n \n Maurais, J.; and Morris, M. A\n\n\n \n\n\n\n Cambridge University Press, Cambridge, 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Languages$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{maurais_languages_2003,\n\taddress = {Cambridge},\n\ttitle = {Languages in a {Globalising} {World}},\n\tisbn = {978-0-511-61373-9},\n\turl = {http://ebooks.cambridge.org/ref/id/CBO9780511613739},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Maurais, Jacques and Morris, Michael A},\n\teditor = {Maurais, Jacques and Morris, Michael A.},\n\tyear = {2003},\n}\n\n

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\n \n\n \n \n \n \n \n \n Who Is Takatāpui? Māori Language, Sexuality and Identity in Aotearoa/New Zealand.\n \n \n \n \n\n\n \n Murray, D. A. B.\n\n\n \n\n\n\n Anthropologica, 45(2): 233–244. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Who$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{murray_who_2003,\n\ttitle = {Who {Is} {Takatāpui}? {Māori} {Language}, {Sexuality} and {Identity} in {Aotearoa}/{New} {Zealand}},\n\tvolume = {45},\n\tissn = {0003-5459},\n\tshorttitle = {Who {Is} {Takatāpui}?},\n\turl = {https://www.jstor.org/stable/25606143?seq=1#page_scan_tab_contents},\n\tdoi = {10.2307/25606143},\n\tabstract = {This paper is an introductory investigation into the complex relations between sexuality, language and Māori indigenous identity in Aotearoa/New Zealand. Through an examination of the development and proliferation of a Māori language term (takatāpui) for "gay" and "lesbian" Māori over the past 20 years, I analyze the socio-political implications of language use in identity discourses and the multiple interpretative possibilities that may be generated when a subaltern or minority language is utilized in relation to a minority identification located in an Anglo-postcolonial society. /// Cet article présente une investigation préliminaire des relations complexes entre le sexualité, la langue et l'identité des Indigènes Maori dans Aotearoa/Nouvelle Zélande. Au moyen d'un examen du développement et de la prolifération de la langue de Maori (takatāpui) désignant "gays" et "lesbiennes" les Māori au cours des vingt dernières années, j'analyse les implications sociopolitiques des usages linguistiques dans les discours d'identité et les possibilités interprétatives multiples qui peuvent être produites quand une langue subalterne ou minoritaire est utilisée par rapport à l'identification à une minorité située dans une société Anglo-postcoloniale.},\n\tlanguage = {eng},\n\tnumber = {2},\n\turldate = {2017-07-17},\n\tjournal = {Anthropologica},\n\tauthor = {Murray, David A. B.},\n\tyear = {2003},\n\tpages = {233--244},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Sustaining Indigenous Languages in Cyberspace.\n \n \n \n \n\n\n \n Cazden, C. B\n\n\n \n\n\n\n In Nurturing Native Languages, pages 53–57. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Sustaining$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@incollection{cazden_sustaining_2003,\n\ttitle = {Sustaining {Indigenous} {Languages} in {Cyberspace}},\n\turl = {http://jan.ucc.nau.edu/jar/NNL/NNL_4.pdf},\n\tabstract = {No Abstract},\n\tbooktitle = {Nurturing {Native} {Languages}},\n\tauthor = {Cazden, Courtney B},\n\tyear = {2003},\n\tkeywords = {Alaska, Aspirations, Cyberspace, Dangers, Hapori, Indigenous languages, Kounga / Quality, Local Conditions, Reliability, Revitalisation, Sustain Interest, Taiao, Technology, Telecommunication projects},\n\tpages = {53--57},\n}\n\n

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\n \n\n \n \n \n \n \n \n Saving a language with computers, tape recorders, and radio.\n \n \n \n \n\n\n \n Bennett, R.\n\n\n \n\n\n\n Nurturing native languages,59–77. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Saving$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{bennett_saving_2003,\n\ttitle = {Saving a language with computers, tape recorders, and radio},\n\turl = {http://epub.sub.uni-hamburg.de/epub/volltexte/2013/23245/pdf/nurturing_native_languages.pdf#page=71},\n\tjournal = {Nurturing native languages},\n\tauthor = {Bennett, Ruth},\n\tyear = {2003},\n\tpages = {59--77},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Saving a Language with Computers, Tape Recorders, and Radio.\n \n \n \n \n\n\n \n Bennett, R.\n\n\n \n\n\n\n Technical Report Northern Arizona University, 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Saving$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{bennett_saving_2003-1,\n\ttype = {Descriptive; speeches/meeting papers},\n\ttitle = {Saving a {Language} with {Computers}, {Tape} {Recorders}, and {Radio}.},\n\turl = {http://eric.ed.gov/?id=ED482035},\n\tabstract = {This paper discusses the use of technology in instruction. It begins by examining research on technology and indigenous languages, focusing on the use of technology to get community attention for an indigenous language, improve the quantity of quality language, document spoken language, create sociocultural learning contexts, improve study skills, and expand reading comprehension skills. It describes the state of the Hupa language, focusing on a Hupa language class for the community on the Hoopa Valley Indian Reservation and noting that acceptance of technology among fluent speakers of an indigenous language can influence how successfully technology is used. Because Hupa is still a spoken language, the language class maintains an oral focus, with technology being a tool rather than an end to instruction. The paper describes how to create language lessons in a community language class, explaining that linking language lessons to objectives identified in prior research in technology},\n\turldate = {2016-07-20},\n\tinstitution = {Northern Arizona University},\n\tauthor = {Bennett, Ruth},\n\tyear = {2003},\n\tkeywords = {Activities, American Indian Languages, American Indians, Computer uses in Education, Cultural relevance, Curriculum development, Education, Elementary Secondary Education, Hawaiian, Hupa language, International indigenous, Kounga, Language Maintenance, Multimedia, Native Language Instruction, Planning, Technology, Tāwāhi, Uncommonly Taught Languages, broadcasting media, decrease/decline, language lesson structures, reading/speaking/writing comprehension, recording equipment, social learning, study skills, translation},\n\tpages = {59--77},\n}\n\n

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\n \n\n \n \n \n \n \n Language Revitalization.\n \n \n \n\n\n \n Hinton, L.\n\n\n \n\n\n\n Annual Review of Applied Linguistics, 23: 44–57. 2003.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{hinton_language_2003,\n\ttitle = {Language {Revitalization}.},\n\tvolume = {23},\n\tissn = {0267-1905},\n\tabstract = {Surveys developments in language revitalization and language death. Focusing on indigenous languages, discusses the role and nature of appropriate linguistic documentation, possibilities for bilingual education, and methods of promoting oral fluency and intergenerational transmission in affected languages. (Author/VWL)},\n\tlanguage = {eng},\n\tjournal = {Annual Review of Applied Linguistics},\n\tauthor = {Hinton, Leanne},\n\tyear = {2003},\n\tkeywords = {Bilingual Education, Indigenous Populations, Language Fluency, Language Maintenance, Oral Language, Uncommonly Taught Languages},\n\tpages = {44--57},\n}\n\n

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\n \n\n \n \n \n \n \n \n The future of native languages.\n \n \n \n \n\n\n \n Whaley, L.\n\n\n \n\n\n\n Futures, 35(9): 961–973. November 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{whaley_future_2003,\n\ttitle = {The future of native languages},\n\tvolume = {35},\n\tissn = {00163287},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0016328703000521},\n\tdoi = {10.1016/S0016-3287(03)00052-1},\n\tnumber = {9},\n\tjournal = {Futures},\n\tauthor = {Whaley, L.},\n\tmonth = nov,\n\tyear = {2003},\n\tpages = {961--973},\n}\n\n

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\n \n\n \n \n \n \n \n \n Assessing the Impact of Total Immersion on Cherokee Language Revitalization: A Culturally Responsive, Participatory Approach.\n \n \n \n \n\n\n \n Peter, L.; Cochran, M.; Dunn, D.; Elk, L.; Fields, J.; Hirata-edds, T.; Huckaby, A.; Raymond, M.; Chief, D.; Shade, H.; Sly, G.; Wickliffe, G.; and Yamamoto, A.\n\n\n \n\n\n\n In Nurturing Native Languages, pages 7–23. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"Assessing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{peter_assessing_2003,\n\ttitle = {Assessing the {Impact} of {Total} {Immersion} on {Cherokee} {Language} {Revitalization}: {A} {Culturally} {Responsive}, {Participatory} {Approach}},\n\turl = {http://jan.ucc.nau.edu/ jar/NNL/NNL_2.pdf},\n\tabstract = {Attempts to measure the effectiveness of language maintenance and revitalization efforts have been slow to follow the emergence of these programs, for a variety of reasons. On the one hand, the knowledge that the results can yield politically, socially, or economically significant consequences may steer groups away from any kind of systematic attempt at program evaluation. Or, there may be a general mistrust in the ability of formal measurements to convey all that can and needs to be said about the qualities of a given language revival program. On the other hand, communities that are successful in mobilizing the much needed resources to launch a program are sometimes less concerned with the end results than with the day to day implementation of their plan, which can often be chal- lenging enough. To some, the fact that the program ever got off the ground in the first place may be enough evidence of success},\n\tbooktitle = {Nurturing {Native} {Languages}},\n\tauthor = {Peter, Lizette and Cochran, Marilyn and Dunn, Dora and Elk, Lula and Fields, Joann and Hirata-edds, Tracy and Huckaby, Anna and Raymond, Margaret and Chief, Deputy and Shade, Hastings and Sly, Gloria and Wickliffe, George and Yamamoto, Akira},\n\tyear = {2003},\n\tpages = {7--23},\n}\n\n

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\n \n\n \n \n \n \n \n \n From preschool to home: processes of generalisation in language acquisition from an indigenous language recovery programme.\n \n \n \n \n\n\n \n Tangaere, A. R.; and Mcnaughton, S.\n\n\n \n\n\n\n International Journal of Early Years Education, 2(1): 23–40. 2003.\n \n\n\n\n
\n\n\n\n \n \n $\"From$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{tangaere_preschool_2003,\n\ttitle = {From preschool to home: processes of generalisation in language acquisition from an indigenous language recovery programme},\n\tvolume = {2},\n\tcopyright = {Usage incurs a charge},\n\tissn = {0966-9760},\n\tshorttitle = {From preschool to home},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/09669760.2003.10807104},\n\tdoi = {10.1080/09669760.2003.10807104},\n\tabstract = {Processes of generalising bilingual expertise from Te Kohanga Reo (an indigenous preschool for the revitalisation of Maori language) to home are analysed. Observations at the preschool and home settings revealed several features. The active and strategic role of the child in transferring expertise was evident. So too were the presence of complementary activities at home, sensitive responding to generalised language and shared cultural commitments. These processes were present in a range of activities. The results are discussed in terms of theoretical approaches to generalisation and the effectiveness of indigenous language intervention programmes.},\n\tnumber = {1},\n\tjournal = {International Journal of Early Years Education},\n\tauthor = {Tangaere, Arapera Royal and Mcnaughton, Stuart},\n\tyear = {2003},\n\tkeywords = {Bilingualism, Language Revitalization Program, Learning te reo Māori, Preschool Education},\n\tpages = {23--40},\n}\n\n

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@article{noauthor_new_2003,\n\ttitle = {New {Zealand} plans to include the {Maori} language as part of their services},\n\tlanguage = {English},\n\tjournal = {PAC - Pacific Islands Broadcasting Association},\n\tyear = {2003},\n}\n\n

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@article{england_mayan_2003,\n\ttitle = {Mayan {Language} {Revival} and {Revitalization} {Politics}: {Linguists} and {Linguistic} {Ideologies}},\n\tvolume = {105},\n\tissn = {0002-7294},\n\turl = {http://www.jstor.org/stable/3567138?seq=1#page_scan_tab_contents},\n\tdoi = {10.1525/aa.2003.105.4.733},\n\tabstract = {Although spoken by a relatively large population, Mayan languages show signs of language shift and loss because the children in some of the speech communities are no longer learning the language. At the same time, Mayas are participating in a movement of cultural reaffirmation, a principle focus of which is language. Maya linguists are central in formulating and reshaping language ideologies to further the goals of revitalization, and they play a significant role in cultural/linguistic activism. This article shows the extent of the contribution of linguistics to Mayan language vitality through an analysis of language ideologies and how they have been reformulated by Maya linguists, and by a review of an apparently successful attempt at reversing language loss that has arisen through an integrated community-based program of cultural revitalization that centers, to a large extent, on language and makes specific use of linguistics.},\n\tnumber = {4},\n\tjournal = {American Anthropologist},\n\tauthor = {England, Nora C.},\n\tmonth = dec,\n\tyear = {2003},\n\tpages = {733--743},\n}\n\n

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@article{muhlhausler_language_2003,\n\ttitle = {Language endangerment and language revival},\n\tvolume = {7},\n\tissn = {1467-9841},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1111/1467-9481.00221/abstract},\n\tabstract = {NA},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Mühlhäusler, Peter},\n\tyear = {2003},\n\tpages = {232--245},\n}\n\n

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@techreport{te_puni_kokiri_&_te_taura_whiri_i_te_reo_maori_te_2003,\n\ttitle = {Te {Rautaki} {Reo} {Māori}. {The} {Māori} {Language} {Strategy}},\n\tauthor = {{Te Puni Kōkiri \\& Te Taura Whiri i te Reo Māori}},\n\tyear = {2003},\n}\n\n

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@incollection{janse_introduction_2003,\n\ttitle = {Introduction},\n\turl = {http://www.academia.edu/695409/Language_Death_and_Language_Maintenance_Problems_and_Prospects},\n\tabstract = {Languages are dying at an alarming rate all over the world. Estimates range from 50\\% to as much as 90\\% by the end of the century. This collection of original papers tries to strike a balance between theoretical, practical and descriptive approaches to language death and language maintenance. It provides overviews of language endangerment in Africa, Eurasia, and the Greater Pacific Area. It also presents case studies of endangered languages from various language families. These descriptive case studies not only provide data on the degree of endangerment and the causes of language death, but also provide a general sociolinguistic and typological characterization the language(s) under discussion and the prospects of language maintenance (if any). The volume will be of interest to all those concerned with the ongoing extinction of the world’s linguistic diversity.},\n\tbooktitle = {Language {Death} and {Language} {Maintenance}},\n\tpublisher = {John Benjamin Publishing Company},\n\tauthor = {Janse, Mark and Sijmen, Tol},\n\tyear = {2003},\n}\n\n

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@article{harlow_issues_2003,\n\ttitle = {Issues in {Maori} language planning and revitalisation},\n\tvolume = {4},\n\turl = {http://search.informit.com.au/fullText;dn=884605403420683;res=IELIND},\n\tabstract = {extract: All languages which have undergone changes of status in the course of their histories have been the subject of language planning, be this consistent or piecemeal, officially driven or diffuse.2 In some cases, the processes have been and are still relatively ‘painless’ or even subliminal, at least as far as much of the population speaking the language is concerned. English is an extreme case in this respect, so that Ayto (1983) is able to speak of the ‘failure of language reform’ as a striking characteristic of its history. Many of the issues which could potentially be associated with its position in both the world and in particular countries do not, to all intents and purposes, arise. They have been dealt with by history; the way English works as a lingua franca, as an official language, as an international language in a variety of domains and regions, its spelling systems, its vocabulary, just ‘growed’, with only sporadic help from conscious planning. For other languages however, especially for languages which have rather suddenly undergone a change in status of some kind or another, a whole set of issues arise. Here I want to mention some of the issues which come into play in New Zealand with respect to Mäori, though much the same sort of matters are concerns in many other parts of the world as well.},\n\tnumber = {1},\n\turldate = {2015-11-30},\n\tjournal = {He Puna Korero: Journal of Maori and Pacific Development},\n\tauthor = {Harlow, Ray and {others}},\n\tyear = {2003},\n\tpages = {32},\n}\n\n

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@article{hinton_3._2003,\n\ttitle = {3. {Language} {Revitalization}},\n\tvolume = {23},\n\tissn = {0267-1905},\n\turl = {http://www.journals.cambridge.org/abstract_S0267190503000187},\n\tdoi = {10.1017/S0267190503000187},\n\tjournal = {Annual Review of Applied Linguistics},\n\tauthor = {Hinton, Leanne},\n\tmonth = apr,\n\tyear = {2003},\n\tpages = {44--57},\n}\n\n

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@article{begay_oral_2003,\n\ttitle = {Oral {History} {Shares} the {Wealth} of a {Navajo} {Community}.},\n\turl = {http://eric.ed.gov/?id=ED482041},\n\tabstract = {This paper describes a collaborative project in which K-3 Navajo students used oral history interviews, archival photos, and primary documents to explore the history of their communities. Participating students attended schools that were implementing the Dine (Navajo) Language and Culture teaching perspective, which is based on the premises that education is best when it reflects a sense of place, education should be based on the philosophy and values of those being educated, and teacher preparation should reflect the Dine perspective of education. Each school had a reciprocal relationship with the community. The community helped identify themes to be explored, and the students conducting field research. Students identified proficiency in the Navajo language as a resource in conducting this research. Many respondents answered students' questions in Navajo. Navajo language place names were an important link to the history of the community, names, and stories that had lost their},\n\tlanguage = {en},\n\turldate = {2016-07-20},\n\tauthor = {Begay, Sara L. and Jimmie, Mary and Lockard, Louise},\n\tyear = {2003},\n\tkeywords = {American Indian, Arizona, Colarado River, Community based research, Cultural Awareness, Culturally Relevant Education, Diné Language/ Culture, Elementary Education, Environmental Education, Hapori, International Indigineous, Korero Onamata, Kounga, Landmarks, Leupp, Native Speakers, Navajo Nation, Oral histories, Pūrakau, Stories, Tāwāhi, Uncommonly Taught Languages},\n\tpages = {149--154},\n}\n\n

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@book{mccarty_revitalising_2003,\n\ttitle = {Revitalising {Indigenous} {Languages} in {Homogenising} {Times}},\n\tvolume = {39},\n\tisbn = {03050068},\n\tabstract = {The world's linguistic and cultural diversity is endangered by the forces of globalisation, which work to homogenise and standardise even as they segregate and marginalise. Here, I focus on the struggle to conserve linguistic and cultural diversity among Indigenous groups in the United States. Native languages are in drastic decline. Yet even as more Native American children come to school speaking English, they are likely to be stigmatised as ‘limited English proficient' and placed in remedial programmes. This situation has motivated bold new approaches to Indigenous schooling that emphasise immersion in the heritage language. This article presents data on these developments and their impacts on students' self-efficacy and school performance, analysing these data in light of critical theory and current knowledge in the field of bilingual education. Indigenous language reclamation efforts must not only confront a legacy of colonialism, but also mounting pressures for standardisation and English monolingualism. I conclude with an examination of these power relations as they are manifest in the struggle for Indigenous self-determination and linguistic human rights.},\n\tnumber = {2},\n\tauthor = {McCARTY, TERESA L.},\n\tyear = {2003},\n}\n\n

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@incollection{jones_bilingual_2003,\n\ttitle = {Bilingual {Education} and {Language} {Revitalization} in {Wales}: {Past} {Achievements} and {Current} {Issues} 1},\n\tisbn = {1-4106-0932-4},\n\turl = {http://hdl.handle.net/10412/121},\n\turldate = {2016-07-29},\n\tbooktitle = {Medium of instruction policies : {Which} agenda? {Whose} agenda?},\n\tauthor = {Jones, Dylan V and Martin-Jones, Marilyn},\n\tyear = {2003},\n\tkeywords = {Bilingualism},\n}\n\n

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@article{kamira_te_2003,\n\ttitle = {Te {Mata} o te {Tai}-the edge of the tide: rising capacity in information technology of {Maori} in {Aotearoa}-{New} {Zealand}},\n\tvolume = {21},\n\tshorttitle = {Te {Mata} o te {Tai}-the edge of the tide},\n\turl = {http://www.emeraldinsight.com/doi/pdf/10.1108/02640470310499858},\n\tabstract = {This paper argues that one can extract relevant lessons in the information technology era from one’s colonial past. One such lesson is to understand how information technologies might further impact on one’s knowledge. While there are many recent information technology projects, they are often ad hoc and in “pilot” or “trial” mode, reducing any chance of sustainability or “proof of concept”. However, experience has taught people some of the pitfalls, management and effectiveness of information technology, and the capacity to understand, select and critique is increasing. Thus, the edge of the tide creeps slowly forward},\n\tnumber = {5},\n\turldate = {2015-12-21},\n\tjournal = {The Electronic Library},\n\tauthor = {Kamira, Robyn},\n\tyear = {2003},\n\tpages = {465--475},\n}\n\n

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@article{cohen_maori_2003,\n\ttitle = {A {Maori} {University} in {New} {Zealand} {Tries} to {Cope} {With} {Rapid} {Growth}},\n\tvolume = {49},\n\tissn = {0009-5982},\n\turl = {https://business.highbeam.com/434953/article-1G1-147118341/maori-university-new-zealand-tries-cope-rapid-growth},\n\tabstract = {Although enthusiasm for learning the native language pervades Australia's eight public universities and other such institutions, interest is strongest at the 10-campus Te Wananga o Aotearoa, New Zealand's only explicitly Maori institution of higher learning. The college, which is accredited by the New Zealand Quality Authority, a government agency, is unusual by many international benchmarks and has its headquarters here in this leafy little North Island township.},\n\tlanguage = {eng},\n\tnumber = {46},\n\tjournal = {The Chronicle of Higher Education},\n\tauthor = {Cohen, David},\n\tyear = {2003},\n\tnote = {1},\n\tkeywords = {Australia, Colleges \\& Universities, Higher Education, Indigenous People, Language},\n\tpages = {A.34},\n}\n\n

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@phdthesis{skerrett_kia_2003,\n\ttitle = {Kia {Mate} {Rā} {Anō} a {Tama}-nui-te-rā: {Reversing} {Language} {Shift} in {Kōhanga} {Reo}},\n\tauthor = {Skerrett, Mere},\n\tyear = {2003},\n\tkeywords = {Early childhood, Family involvement, Kohanga reo, Maori family, Maori language, Maori medium education, Preschool Education, Student outcomes, Te Reo Maori curriculum, Tino rangatiratanga, Young children, maori education},\n}\n\n

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@article{stuart_construction_2003,\n\ttitle = {The construction of a national {Maori} identity by {Maori} media},\n\tvolume = {9},\n\turl = {http://search.informit.com.au/documentSummary;dn=150199788525515;res=IELHSS},\n\tabstract = {The development of a Maori identity largely in terms of Maori radio, as the major national Maori media, making references to print media sources, is studied. By creating their own identity and accompanying discourse, Maori might be forcing New Zealand down the path towards theories of Ernesto Laclau and Chantal Mouffe, in which social antagonisms are healthy, where plurality is valued, and where conflicts are a healthy part of democracy},\n\tnumber = {1},\n\turldate = {2015-12-21},\n\tjournal = {Pacific journalism review},\n\tauthor = {Stuart, Ian and {others}},\n\tyear = {2003},\n\tkeywords = {Democracy, Indigenous peoples–Social life and customs, Maori (New Zealand people), Maori (New Zealand people)–Social life and customs, Mass media, Nation-building, Radio broadcasting},\n\tpages = {45},\n}\n\n

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@article{spolsky_reassessing_2003,\n\ttitle = {Reassessing {Maori} regeneration},\n\tvolume = {32},\n\turl = {http://journals.cambridge.org/abstract_S0047404503324042},\n\tabstract = {After nearly two centuries of contact with Europeans, the Maori language of New Zealand was, by the 1960s, threatened with extinction. Accompanying a movement for ethnic revival, a series of grassroots regeneration efforts that established adult, preschool, and autonomous school immersion programs has over the past two decades increased substantially the number of Maori who know and use their language, but this has not yet led to the reestablishment of natural intergenerational transmission. More recently, responding to growing ethnic pressures, the New Zealand government has adopted a Maori language policy and is starting to implement it. Seen in its widest social, political, and economic context, this process can be understood not as colonial language loss followed by postcolonial reversing language shift activities, but as the continuation of a long process of negotiation of accommodation between autochthonous Maori and European settlers.},\n\tnumber = {04},\n\turldate = {2015-12-21},\n\tjournal = {Language in Society},\n\tauthor = {Spolsky, Bernard},\n\tyear = {2003},\n\tpages = {553--578},\n}\n\n

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@book{skerrett-white_te_2003,\n\ttitle = {Te {Rere} a {Te} {Amokura} {Hei} {Tautoko} i te {Whakaora} an ̲me te {Whaka}.},\n\tabstract = {"This video is a case study of how a particular kh̲anga reo is supporting childrens Maori language development." E whakaatu ana tenei ripene whakaata i te ahua o nga tautoko a tetahi kohanga reo i te whanaketanga o te reo Maori o nga tamariki. E pa ana ki nga mahi whakaora, whakau hoki i te reo Maori i roto i nga tamariki, i roto ano hoki i nga whanau, me te hapori. This video is a case study of how this kohanga reo supports the children's Maori language development. It is about the regeneration and maintenance of the language, not only amongst the children but also in their families and in the community. Includes booklet.},\n\tlanguage = {mao},\n\tpublisher = {Published for the Ministry of Education by Learning Media},\n\tauthor = {Skerrett-White, Mere and {New Zealand. Ministry of Education} and {New Zealand. Learning Media}},\n\tyear = {2003},\n\tkeywords = {Education, Kh̲anga reo., Kōhanga reo., Maori (New Zealand people) Education (Preschool), Maori language Revival., Maori language Study and teaching (Preschool), Matareo., Preschool New Zealand., Te Kh̲anga Reo o Te Amokura.},\n}\n\n

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@article{razak_can_2003,\n\ttitle = {Can indigenous cultures survive the future?},\n\tvolume = {35},\n\tissn = {00163287},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S001632870300048X},\n\tdoi = {10.1016/S0016-3287(03)00048-X},\n\tnumber = {9},\n\tjournal = {Futures},\n\tauthor = {Razak, V.M},\n\tmonth = nov,\n\tyear = {2003},\n\tpages = {907--915},\n}\n\n

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@article{bishop_te_2003,\n\ttitle = {Te {Toi} {Huarewa}: {Effective} {Teaching} and {Learning} in {Total} {Immersion} {Maori} {Language} {Educational} {Settings}.},\n\tvolume = {26},\n\tissn = {0710-1481},\n\tshorttitle = {Te {Toi} {Huarewa}},\n\tabstract = {A study examining teaching and learning strategies in Maori-medium elementary classrooms observed and interviewed 13 effective teachers. These teachers created culturally appropriate environments; used nonconfrontational behavior management; matched strategies and materials to children's prior knowledge, experience, and abilities; used power-sharing practices; used formative evaluation to direct future teaching practice; and cultivated family support. (TD)},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Canadian Journal of Native Education},\n\tauthor = {Bishop, Russell and Berryman, Mere and Richardson, Cath},\n\tyear = {2003},\n\tkeywords = {Classroom Environment, Culturally Relevant Education, Educational Strategies, Elementary Education, Foreign Countries, Immersion Programs, Indigenous Personnel, Maori, Maori (People), Native Language Instruction, Participatory Research, Teacher Effectiveness, Teacher Student Relationship, Teaching Methods, Tribally Controlled Education},\n\tpages = {44--61},\n}\n\n

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@book{maurais_languages_2003,\n\taddress = {Cambridge},\n\ttitle = {Languages in a {Globalising} {World}},\n\tisbn = {978-0-511-61373-9},\n\turl = {http://ebooks.cambridge.org/ref/id/CBO9780511613739},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Maurais, Jacques and Morris, Michael A},\n\teditor = {Maurais, Jacques and Morris, Michael A.},\n\tyear = {2003},\n}\n\n

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@article{murray_who_2003,\n\ttitle = {Who {Is} {Takatāpui}? {Māori} {Language}, {Sexuality} and {Identity} in {Aotearoa}/{New} {Zealand}},\n\tvolume = {45},\n\tissn = {0003-5459},\n\tshorttitle = {Who {Is} {Takatāpui}?},\n\turl = {https://www.jstor.org/stable/25606143?seq=1#page_scan_tab_contents},\n\tdoi = {10.2307/25606143},\n\tabstract = {This paper is an introductory investigation into the complex relations between sexuality, language and Māori indigenous identity in Aotearoa/New Zealand. Through an examination of the development and proliferation of a Māori language term (takatāpui) for "gay" and "lesbian" Māori over the past 20 years, I analyze the socio-political implications of language use in identity discourses and the multiple interpretative possibilities that may be generated when a subaltern or minority language is utilized in relation to a minority identification located in an Anglo-postcolonial society. /// Cet article présente une investigation préliminaire des relations complexes entre le sexualité, la langue et l'identité des Indigènes Maori dans Aotearoa/Nouvelle Zélande. Au moyen d'un examen du développement et de la prolifération de la langue de Maori (takatāpui) désignant "gays" et "lesbiennes" les Māori au cours des vingt dernières années, j'analyse les implications sociopolitiques des usages linguistiques dans les discours d'identité et les possibilités interprétatives multiples qui peuvent être produites quand une langue subalterne ou minoritaire est utilisée par rapport à l'identification à une minorité située dans une société Anglo-postcoloniale.},\n\tlanguage = {eng},\n\tnumber = {2},\n\turldate = {2017-07-17},\n\tjournal = {Anthropologica},\n\tauthor = {Murray, David A. B.},\n\tyear = {2003},\n\tpages = {233--244},\n}\n\n

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@incollection{cazden_sustaining_2003,\n\ttitle = {Sustaining {Indigenous} {Languages} in {Cyberspace}},\n\turl = {http://jan.ucc.nau.edu/jar/NNL/NNL_4.pdf},\n\tabstract = {No Abstract},\n\tbooktitle = {Nurturing {Native} {Languages}},\n\tauthor = {Cazden, Courtney B},\n\tyear = {2003},\n\tkeywords = {Alaska, Aspirations, Cyberspace, Dangers, Hapori, Indigenous languages, Kounga / Quality, Local Conditions, Reliability, Revitalisation, Sustain Interest, Taiao, Technology, Telecommunication projects},\n\tpages = {53--57},\n}\n\n

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@article{bennett_saving_2003,\n\ttitle = {Saving a language with computers, tape recorders, and radio},\n\turl = {http://epub.sub.uni-hamburg.de/epub/volltexte/2013/23245/pdf/nurturing_native_languages.pdf#page=71},\n\tjournal = {Nurturing native languages},\n\tauthor = {Bennett, Ruth},\n\tyear = {2003},\n\tpages = {59--77},\n}\n\n

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@techreport{bennett_saving_2003-1,\n\ttype = {Descriptive; speeches/meeting papers},\n\ttitle = {Saving a {Language} with {Computers}, {Tape} {Recorders}, and {Radio}.},\n\turl = {http://eric.ed.gov/?id=ED482035},\n\tabstract = {This paper discusses the use of technology in instruction. It begins by examining research on technology and indigenous languages, focusing on the use of technology to get community attention for an indigenous language, improve the quantity of quality language, document spoken language, create sociocultural learning contexts, improve study skills, and expand reading comprehension skills. It describes the state of the Hupa language, focusing on a Hupa language class for the community on the Hoopa Valley Indian Reservation and noting that acceptance of technology among fluent speakers of an indigenous language can influence how successfully technology is used. Because Hupa is still a spoken language, the language class maintains an oral focus, with technology being a tool rather than an end to instruction. The paper describes how to create language lessons in a community language class, explaining that linking language lessons to objectives identified in prior research in technology},\n\turldate = {2016-07-20},\n\tinstitution = {Northern Arizona University},\n\tauthor = {Bennett, Ruth},\n\tyear = {2003},\n\tkeywords = {Activities, American Indian Languages, American Indians, Computer uses in Education, Cultural relevance, Curriculum development, Education, Elementary Secondary Education, Hawaiian, Hupa language, International indigenous, Kounga, Language Maintenance, Multimedia, Native Language Instruction, Planning, Technology, Tāwāhi, Uncommonly Taught Languages, broadcasting media, decrease/decline, language lesson structures, reading/speaking/writing comprehension, recording equipment, social learning, study skills, translation},\n\tpages = {59--77},\n}\n\n

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@article{hinton_language_2003,\n\ttitle = {Language {Revitalization}.},\n\tvolume = {23},\n\tissn = {0267-1905},\n\tabstract = {Surveys developments in language revitalization and language death. Focusing on indigenous languages, discusses the role and nature of appropriate linguistic documentation, possibilities for bilingual education, and methods of promoting oral fluency and intergenerational transmission in affected languages. (Author/VWL)},\n\tlanguage = {eng},\n\tjournal = {Annual Review of Applied Linguistics},\n\tauthor = {Hinton, Leanne},\n\tyear = {2003},\n\tkeywords = {Bilingual Education, Indigenous Populations, Language Fluency, Language Maintenance, Oral Language, Uncommonly Taught Languages},\n\tpages = {44--57},\n}\n\n

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@article{whaley_future_2003,\n\ttitle = {The future of native languages},\n\tvolume = {35},\n\tissn = {00163287},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0016328703000521},\n\tdoi = {10.1016/S0016-3287(03)00052-1},\n\tnumber = {9},\n\tjournal = {Futures},\n\tauthor = {Whaley, L.},\n\tmonth = nov,\n\tyear = {2003},\n\tpages = {961--973},\n}\n\n

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\n \n 2002\n \n \n (30)\n \n \n

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\n \n\n \n \n \n \n \n The health of the Māori language in 2001.\n \n \n \n\n\n \n Team., M. L. M.\n\n\n \n\n\n\n Te Puni Kōkiri,, Wellington, N.Z. :, 2002.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{maori_language_monitoring_team._health_2002,\n\taddress = {Wellington, N.Z. :},\n\ttitle = {The health of the {Māori} language in 2001},\n\tisbn = {978-0-478-26022-9},\n\tpublisher = {Te Puni Kōkiri,},\n\tauthor = {Māori Language Monitoring Team.},\n\tyear = {2002},\n}\n\n

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\n \n\n \n \n \n \n \n Smut fungi of New Zealand.\n \n \n \n\n\n \n Vánky, K.\n\n\n \n\n\n\n Fungal Diversity Press,, Hong Kong :, 2002.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{vanky_smut_2002,\n\taddress = {Hong Kong :},\n\ttitle = {Smut fungi of {New} {Zealand}},\n\tisbn = {978-962-85677-0-6},\n\tpublisher = {Fungal Diversity Press,},\n\tauthor = {Vánky, Kálmán.},\n\tyear = {2002},\n}\n\n

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@book{vanky_smut_2002-1,\n\taddress = {Hong Kong :},\n\ttitle = {Smut fungi of {New} {Zealand}},\n\tisbn = {978-962-85677-0-6},\n\tpublisher = {Fungal Diversity Press,},\n\tauthor = {Vánky, Kálmán.},\n\tyear = {2002},\n}\n\n

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@book{vanky_smut_2002-2,\n\taddress = {Hong Kong :},\n\ttitle = {Smut fungi of {New} {Zealand}},\n\tisbn = {978-962-85677-0-6},\n\tpublisher = {Fungal Diversity Press,},\n\tauthor = {Vánky, Kálmán.},\n\tyear = {2002},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Preservation and Use of our Languages: Respecting the Natural Order of the Creator.\n \n \n \n \n\n\n \n Kirkness, V.\n\n\n \n\n\n\n In Indigenous Languages Across the Community. Proceedings of the Annual Conference on Stablizing Indigenous Languages (7th, Toronto, Ontario, Canada, May 11-14, 2000), pages 17 – 23, 2002. \n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@inproceedings{kirkness_preservation_2002,\n\ttitle = {The {Preservation} and {Use} of our {Languages}: {Respecting} the {Natural} {Order} of the {Creator}},\n\turl = {http://eric.ed.gov/?id=ED462233 http://jan.ucc.nau.edu/ jar/ILAC/ILAC_2.pdf},\n\tabstract = {As a world community, Indigenous peoples are faced with many common challenges in their attempts to maintain the vitality of their respective languages and to honor the "natural order of the Creator." Ten strategies are discussed that are critical to the task of renewing and maintaining Indigenous languages. These strategies are: (1) banking Indigenous languages by immediately recording elders and other fluent speakers on audiotape, videotape, or CD-ROM; (2) raising the consciousness of Aboriginal peoples about the history of their oppression and the importance of language to culture, world view, identity, and spirituality; (3) mobilizing human resources and raising money; (4) developing a full spectrum of language training and certification for language teachers, linguists, and others; (5) developing a comprehensive and appropriate curriculum to recreate the intergenerational transmission process in school and community programs; (6) engaging in meaningful research about effective models of language renewal and the nature of language learning; (7) informing national public opinion to create empathy and support; (8) eliminating artificial geographic boundaries and focusing on language families; (9) advocating for Aboriginal language legislation; and (10) working together on family, community, and national levels. (Contains 12 references.)},\n\tbooktitle = {Indigenous {Languages} {Across} the {Community}. {Proceedings} of the {Annual} {Conference} on {Stablizing} {Indigenous} {Languages} (7th, {Toronto}, {Ontario}, {Canada}, {May} 11-14, 2000)},\n\tauthor = {Kirkness, Verna},\n\tyear = {2002},\n\tkeywords = {American Indian Languages, Community Action, Educational Needs, Elementary Secondary Education, Endangered Languages, Higher Education, Indigenous Populations, Informal Education, Language Maintenance, Nonformal Education, Research Needs},\n\tpages = {17 -- 23},\n}\n\n

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\n \n\n \n \n \n \n \n Preschool immersion education for indigenous languages: A survey of resources.\n \n \n \n\n\n \n Johnston, B.; and Johnson, K.\n\n\n \n\n\n\n Canadian Journal of Native Education, 26(2): 107–123,201. 2002.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{johnston_preschool_2002,\n\ttitle = {Preschool immersion education for indigenous languages: {A} survey of resources},\n\tvolume = {26},\n\tissn = {0710-1481},\n\tshorttitle = {Preschool immersion education for indigenous languages},\n\tabstract = {This article gathers and summarizes available information about preschool immersion education for Indigenous languages, including information about existing programs and other relevant resources. After briefly mentioning the Dakota language preschool program at Pezihutazizi in Minnesota, the impetus for the article, we survey available information about other programs. We first examine the two oldest and best-known programs of the last 20 years: Kohanga Reo in Aotearoa/New Zealand and Punana Leo in Hawai'i. Next we look at existing programs in the mainland United States, focusing in particular on the Arapaho preschools in Wyoming. Then we mention other relevant early childhood programs in North America, including a number in Alaska and Canada. To conclude we outline some of the major issues involved in setting up a preschool immersion program in an Indigenous community.},\n\tlanguage = {eng},\n\tnumber = {2},\n\tjournal = {Canadian Journal of Native Education},\n\tauthor = {Johnston, Bill and Johnson, Kimberly},\n\tyear = {2002},\n\tkeywords = {9172, Canada, Elementary Level, Immersion Programs, Indigenous People, Languages, Native Education, New Zealand, Preschool Education, Preschool Level, United States},\n\tpages = {107--123,201},\n}\n\n

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\n \n\n \n \n \n \n \n \n Delivering the Maori-language newspapers on the Internet.\n \n \n \n \n\n\n \n Apperley, M.; Keegan, T. T. A. G.; Cunningham, S. J.; and Witten, I. H.\n\n\n \n\n\n\n Auckland University Press, Auckland, New Zealand, 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Delivering$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{apperley_delivering_2002,\n\ttitle = {Delivering the {Maori}-language newspapers on the {Internet}},\n\tisbn = {978-1-86940-279-2},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/1412},\n\tabstract = {Although any collection of historical newspapers provides a particularly rich and valuable record of events and social and political commentary, the content tends to be difficult to access and extremely time-consuming to browse or search. The advent of digital libraries has meant that for electronically stored text, full-text searching is now a tool readily available for researchers, or indeed anyone wishing to have asscess to specific information in text. Text in this form can be readily distributed via CD-ROM or the Internet, with a significant impact on accessibility over traditional microfiche or hard-copy distribution. For the majority of text being generated de nouveau, availability in electronic form is standard, and hence the increasing use of full-text search facilities. However, for legacy text available only in printed form, the provision of these electronic search tools is dependent on the prior electronic capture of digital facsimile images of the printed text, followed by the conversion of these images to electronic text through the process of optical character recognition (OCR). This article describes a project undertaken at the University of Waikato over the period 1999 to 2001 to produce a full-text searchable version of the Niupepa or Maori- language newspaper collection for delivery over the Internet. Fundamental to this project has been the New Zealand Digital Library (NZDL) and its associated Greenstone software, de- veloped at the University of Waikato.2 The Greenstone software architecture has been developed to support heterogeneous, multilingual, distributed digital libraries. Although it was motivated from a technological research perspective, it is a real system delivering real digital library technology, with a broad community of users internationally.},\n\tlanguage = {en},\n\turldate = {2016-08-09},\n\tpublisher = {Auckland University Press, Auckland, New Zealand},\n\tauthor = {Apperley, Mark and Keegan, Te Taka Adrian Gregory and Cunningham, Sally Jo and Witten, Ian H.},\n\tyear = {2002},\n}\n\n

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\n \n\n \n \n \n \n \n \n Towards a secure identity: Maori women and the home-place.\n \n \n \n \n\n\n \n Tomlins Jahnke, H.\n\n\n \n\n\n\n Women's Studies International Forum, 25(5): 503–513. September 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Towards$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{tomlins_jahnke_towards_2002,\n\ttitle = {Towards a secure identity: {Maori} women and the home-place},\n\tvolume = {25},\n\tissn = {0277-5395},\n\tshorttitle = {Towards a secure identity},\n\turl = {http://www.sciencedirect.com/science/article/pii/S0277539502003138},\n\tdoi = {10.1016/S0277-5395(02)00313-8},\n\tabstract = {A qualitative investigation of the lived experiences of six Maori women educators of Aotearoa New Zealand revealed the importance of the ancestral home-place to their identity as Maori. The study showed that a sense of home-place constructs, reinforces and maintains a sense of cultural identity. At a metaphysical level, distance from the home-place is collapsed into space (adult recollections) and time (recollections told in the present). At a another level, such links are reinforced through physical links to the land, knowledge of genealogy, living close to extended family, the importance of the marae (tribal meeting complex) and experiences of the Maori language. These characteristics were found to be important markers of a secure identity as Maori that emerged as significant for each of the women in this study.},\n\tnumber = {5},\n\turldate = {2015-12-18},\n\tjournal = {Women's Studies International Forum},\n\tauthor = {Tomlins Jahnke, Huia},\n\tmonth = sep,\n\tyear = {2002},\n\tpages = {503--513},\n}\n\n

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\n \n\n \n \n \n \n \n \n 2001 Survey on the health of the Māori language.\n \n \n \n \n\n\n \n Statistics New Zealand\n\n\n \n\n\n\n Technical Report May, 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"2001$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{statistics_new_zealand_2001_2002,\n\ttitle = {2001 {Survey} on the health of the {Māori} language},\n\turl = {http://www.stats.govt.nz/browse_for_stats/people_and_communities/maori/2001-survey-on-the-health-of-the-maori-language.aspx},\n\tabstract = {This article presents results from the 2001 Survey on the Health of the Māori Language. Te Puni Kōkiri commissioned Statistics New Zealand to conduct the survey, the results of which will form part of a wider strategy aimed at revitalising Māori language},\n\tnumber = {May},\n\turldate = {2016-07-17},\n\tauthor = {{Statistics New Zealand}},\n\tyear = {2002},\n\tkeywords = {Language And Languages – Study And Teaching – Methodology, Maori (New Zealand People) – Language, statistics},\n\tpages = {9--13},\n}\n\n

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\n \n\n \n \n \n \n \n \n Accommodating Multiculturalism and Biculturalism Implications for language policy.\n \n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n Waikato Journal of Education, 8(2002): 5–26. 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Accommodating$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{may_accommodating_2002,\n\tseries = {The {University} of {Waikato}},\n\ttitle = {Accommodating {Multiculturalism} and {Biculturalism} {Implications} for language policy},\n\tvolume = {8},\n\turl = {http://researchcommons.waikato.ac.nz/bitstream/handle/10289/6256/May%20Accomodating.pdf?sequence=1},\n\tabstract = {The field of language education in Aotearoa New Zealand, as elsewhere, has developed significantly since its early and almost exclusive focus on the acquisition of English literacy in schools. As the field has expanded, so too has the range of language education sectors addressed and the theoretical approaches and understandings employed in relation to language and literacy education. Both developments have resulted in a more coordinated literacy education policy - exemplified to date most clearly in the New Zealand Literacy Taskforce - and a more situated, less monolithic understanding of the widely different literacies available to learners. Despite these developments, however, one area still remains noticeably under-theorised and marginalized in relation to the ongoing development of language and literacy education policy in Aotearoa New Zealand - the place of second language learners within it. This paper explores this lacuna and the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy. This has particular implications for the further development of bilingual education - both for Maori and, possibly, other minority groups - and for the related possibilities of multicultural education. It also requires a wider and clearer recognition of minority language education rights, as developed within both international law and political theory, in order to apply these rights appropriately to an Aotearoa New Zealand context which is currently witnessing rapid and extensive demographic (and linguistic) change},\n\tlanguage = {eng},\n\tnumber = {2002},\n\turldate = {2016-07-17},\n\tjournal = {Waikato Journal of Education},\n\tauthor = {May, Stephen},\n\tyear = {2002},\n\tpages = {5--26},\n}\n\n

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\n \n\n \n \n \n \n \n \n Akonga Mäori: A Framework of Study of Mäori Secondary School Teachers and Teacher Education.\n \n \n \n \n\n\n \n Lee, J. B. J.\n\n\n \n\n\n\n Action in Teacher Education, 24(2): 64–74. 2002.\n 5\n\n\n\n
\n\n\n\n \n \n $\"Akonga$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{lee_akonga_2002,\n\ttitle = {Akonga {Mäori}: {A} {Framework} of {Study} of {Mäori} {Secondary} {School} {Teachers} and {Teacher} {Education}},\n\tvolume = {24},\n\tissn = {0162-6620},\n\tshorttitle = {Akonga {Mäori}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01626620.2002.10734420},\n\tdoi = {10.1080/01626620.2002.10734420},\n\tabstract = {This study proposes a Mäori framework in which to view Mäori secondary teachers' experiences in relation to teacher education. I argue that an akonga Mäori framework based on a kaupapa Mäori theory provides an indigenous perspective on Mäori teachers' roles which in turn, may allow education providers to better engage with Mäori student-teachers in preparing them for their work in secondary schools.},\n\tnumber = {2},\n\tjournal = {Action in Teacher Education},\n\tauthor = {Lee, Jenny Bol Jun},\n\tyear = {2002},\n\tnote = {5},\n\tpages = {64--74},\n}\n\n

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\n \n\n \n \n \n \n \n The use of Māori in the family.\n \n \n \n\n\n \n New Zealand. Te Puni Kōkiri\n\n\n \n\n\n\n Te Puni Kokiri, 2002.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._te_puni_kokiri_use_2002,\n\ttitle = {The use of {Māori} in the family.},\n\tabstract = {\\$\\$C general\\_note\\$\\$V "This report presents research findings about factors that assist or hinder the intergenerational transmission of Māori language within the family."–Introd.},\n\tlanguage = {eng;mao},\n\tpublisher = {Te Puni Kokiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2002},\n\tkeywords = {Communication in families New Zealand., Kōrero., Maori language Social aspects., Maori language Spoken Maori., Mātauranga wetereo., Sociolinguistics New Zealand.},\n}\n\n

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\n \n\n \n \n \n \n \n \n Protecting Endangered Minority Languages: Sociolinguistic Perspectives - The Impact of Government Policies on Territorially Based Ethnic or Nationalist Movements.\n \n \n \n \n\n\n \n Derhemi, E.; Salikoko, M.; Romaine, S.; Pandharipande, R.; Muskyen, P.; and Fishman, J. A.\n\n\n \n\n\n\n Volume 4 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Protecting$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{derhemi_protecting_2002,\n\ttitle = {Protecting {Endangered} {Minority} {Languages}: {Sociolinguistic} {Perspectives} - {The} {Impact} of {Government} {Policies} on {Territorially} {Based} {Ethnic} or {Nationalist} {Movements}},\n\tvolume = {4},\n\turl = {http://unesdoc.unesco.org/images/0013/001387/138795e.pdf},\n\tabstract = {The present issue of UNESCO's International Journal on Multicultural Societies takes up a previously established thematic thread by addressing questions of linguistic diversity and language policy. Here, our focus is on problems of endangered minority languages and their protection through public policy-making. Whereas previous issues have investigated the legal framework of language policies at international, regional, and national level (see Vol. 3, No. 1 and Vol. 3, No. 2), the current issue, edited by Eda Derhemi, approaches the topic from a sociolinguistic perspective. It attempts to analyse the causes, circumstances and results of language endangerment as well as the social conditions and effects of political intervention in favour of the survival of endangered minority languages.},\n\tnumber = {2},\n\tauthor = {Derhemi, E. and Salikoko, M. and Romaine, S. and Pandharipande, R. and Muskyen, P. and Fishman, Joshua A.},\n\tyear = {2002},\n\tkeywords = {Colonisation, Constitutional safeguards, Distinguishing different styles, Endangered minority language, Endangered minority languages, Factors influencing minority languages, First language attrition, Globalisation, Impact of Government policies, Importance of standardised writing, Language Policy, Legal Framework, Linguistic diversity, Minority language characteristics, Minority matters, Multicultural societies, Mārama Pū / Critical Awareness, National movements, Protecting endangered languages, Social conditions and effects of political intervention, Sociolinguistic perspective, Terminology matters, UNESCO, Variability and loss of language, Why speakers shift language},\n}\n\n

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\n \n\n \n \n \n \n \n \n Daghida: Cold Lake First Nation Works Towards Dene Language Revitalization.\n \n \n \n \n\n\n \n Blair, H.; Rice, S.; Wood, V.; and Janvier, J.\n\n\n \n\n\n\n Indigenous Languages Across the Community, 908: 89–98. 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Daghida:$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{blair_daghida:_2002,\n\ttitle = {Daghida: {Cold} {Lake} {First} {Nation} {Works} {Towards} {Dene} {Language} {Revitalization}},\n\tvolume = {908},\n\turl = {http://jan.ucc.nau.edu/ jar/ILAC/ILAC_10.pdf},\n\tabstract = {The Daghida Project is a research alliance between the community of Cold Lake First Nations and the University of Alberta sponsored by the Social Sciences and Humanities Research Council of Canada. As is the case in many First Nations communities in North America (Blair \\& Fredeen, 1995; Crawford, 1995; Kirkness, 1998; Zepeda \\& Hill, 1991), the people of Cold Lake are very concerned about the risk of losing their language. In this paper, we will outline the context of language loss on the Cold Lake First Nations (CLFN) reserve as well as describe the collaborative research project between the academic community and that of Cold Lake First Nations and the efforts supported by this project to revitalize the Dene Suline language.},\n\tjournal = {Indigenous Languages Across the Community},\n\tauthor = {Blair, Heather and Rice, Sally and Wood, Valerie and Janvier, John},\n\tyear = {2002},\n\tpages = {89--98},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n Ga-du-gi: A Vision for Working Together to Preserve the Cherokee Language. Report of a Needs Assessment Survey and a 10-Year Language Revialization Plan.\n \n \n \n \n\n\n \n Cherokee Nation\n\n\n \n\n\n\n Technical Report 918, 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Ga-du-gi:$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{cherokee_nation_ga-du-gi:_2002,\n\ttitle = {Ga-du-gi: {A} {Vision} for {Working} {Together} to {Preserve} the {Cherokee} {Language}. {Report} of a {Needs} {Assessment} {Survey} and a 10-{Year} {Language} {Revialization} {Plan}},\n\turl = {http://linguistics.uoregon.edu/infield2010/files/Course_Documents/Survey_Methods/Survey%20Reports/Cherokee_NeedsAssesRpt.pdf},\n\tabstract = {In the late 1960's the Cherokee Nation (CN) began the noble effort of instruction in the Cherokee language. However 42 years later, the demise of the Cherokee language has reached a critical stage and the language may be only one or two generations from extinction. In response, the CN has engaged in a bold new language revitalization initiative to challenge Cherokees of all ages to not just speak the language in its rudimentary form but to be proficient in the more complex and beautiful aspects of the literate language. Funds provided by the US Department of Health and Human Services Administration on Native Americans in 2002 allowed the CN to quantify the language fluency rate of persons living within the CN jurisdictional service area and develop a long-range language preservation plan. The principle way that information was gathered was a convenience sample (n=300) survey, which generated quantitative data. The second method was a key informant process that collected qualitative information from individuals knowledgeable about the Cherokee language. Three major findings generated are a call to action for the Cherokee Nation to preserve the language.},\n\tnumber = {918},\n\tauthor = {{Cherokee Nation}},\n\tyear = {2002},\n\tkeywords = {Cherokee Nation, Curriculum development, Language Immersion Preschool, Language Planning, Language Preservation, Language Revitalization Plan, Language Revitalization Program, Mārama Pū / Critical Awareness, Native American},\n}\n\n

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\n \n\n \n \n \n \n \n \n He rāngai tūmatanui.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n He Muka. 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_he_2002,\n\ttitle = {He rāngai tūmatanui},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka kōrerohia te whakawhanake i tētahi mahere hei hiki i te whakamahi i te reo Māori ki te rāngai tūmatanui., Talks about developing a plan to increase use of the Māori language in the public sector.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tyear = {2002},\n\tkeywords = {Kāwanatanga, Maori Language – Political Aspects, Māori Language – Study And Teaching, Reo Māori},\n}\n\n

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\n \n\n \n \n \n \n \n \n Daghida: Cold Lake First Nation Works towards Dene Language Revitalization.\n \n \n \n \n\n\n \n Blair, H.; Rice, S.; Wood, V.; and Janvier, J.\n\n\n \n\n\n\n ,89–98. 2002.\n \n\n\n\n
\n\n\n\n \n \n $\"Daghida:$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{blair_daghida:_2002,\n\ttitle = {Daghida: {Cold} {Lake} {First} {Nation} {Works} towards {Dene} {Language} {Revitalization}.},\n\tshorttitle = {Daghida},\n\turl = {http://eric.ed.gov/?id=ED462238},\n\tabstract = {A partnership between Cold Lake First Nations and the University of Alberta, the Daghida Project, aims to revitalize Dene Suline–the local dialect of the Dene language–and the culture that depends upon it. Residential schools had a devastating effect on the Dene language and way of life, disrupting normal linguistic and cultural transmission between the generations. Today, less than 15 percent of band members are competent in Dene Suline, and most of these are elders. The project has three components: linguistic, sociolinguistic, and psycholinguistic research; language retention and education; and cultural preservation and revival. Present and future research focuses on patterns of language use, community attitudes toward language revitalization, the lexicon and grammar, communication behaviors related to language acquisition, aspects of language processing that differ between fluent and less competent speakers, and use of gestures. Ongoing and proposed educational activities},\n\tlanguage = {en},\n\turldate = {2016-07-20},\n\tauthor = {Blair, Heather and Rice, Sally and Wood, Valerie and Janvier, John},\n\tyear = {2002},\n\tkeywords = {Alberta University, Canada, Cold Lake First Nations, Cultural preservation, Cultural revival, Daghida project, Education, Generation barrier, Goals, History, International, Kaumatua, Linguistic, Matai hinengaro, Mārama pū, Mātauranga, Papori, Psycholinguistic, Resources, Revitalisation, Sociolinguistics, Tamariki, Transmission, Tāwāhi, Whakaora reo, language loss},\n\tpages = {89--98},\n}\n\n

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\n \n\n \n \n \n \n \n Rere atu, taku manu! : discovering history, language and politics in the Māori-language newspapers.\n \n \n \n\n\n \n Curnow, J.; Hopa, N. K.; and McRae, J.\n\n\n \n\n\n\n Auckland University Press, Auckland, NZ, 2002.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{curnow_rere_2002,\n\taddress = {Auckland, NZ},\n\ttitle = {Rere atu, taku manu! : discovering history, language and politics in the {Māori}-language newspapers},\n\tisbn = {1-86940-279-0},\n\tshorttitle = {Rere atu, taku manu!},\n\tabstract = {Rere Atu, Taku Manu! (Fly forth, my bird!) is the first book about the Maori-language newspapers, of which some 35 were produced between 1842 and the 1930s by government, churches and independent Maori and Pakeha. The newspapers are a substantial but little tapped source of Maori and New Zealand history and a remarkable record of an indigenous language in print in colonial times. The book includes twelve essays on topics ranging from linguistics to politics, in two loose groupings of language and literature, and social and political history. An epilogue discusses the late-twentieth-century reproduction of the newspapers on the Internet where they are now available for researchers. Rere Atu, Taku Manu! provides valuable insights into the colonial encounter and serves the growing interest in indigenous studies worldwide. It explores a rich and varied resource and suggests new avenues of enquiry for all those interested in New Zealand history and Maori studies in particular. Black and white photos include portraits of publishers and writers, newspaper mastheads and pictorial matter from the newspapers.},\n\tlanguage = {eng;mao},\n\tpublisher = {Auckland University Press},\n\tauthor = {Curnow, Jenifer and Hopa, Ngapare K. and McRae, Jane},\n\tyear = {2002},\n\tkeywords = {Kōrero nehe., Maori (New Zealand people) Periodicals History., Maori imprints., Maori language., New Zealand Newspapers History., Nūpepa., Reo Māori., Tōrangapū.},\n}\n\n

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@inproceedings{kirkness_preservation_2002,\n\ttitle = {The {Preservation} and {Use} of our {Languages}: {Respecting} the {Natural} {Order} of the {Creator}},\n\turl = {http://eric.ed.gov/?id=ED462233 http://jan.ucc.nau.edu/ jar/ILAC/ILAC_2.pdf},\n\tabstract = {As a world community, Indigenous peoples are faced with many common challenges in their attempts to maintain the vitality of their respective languages and to honor the "natural order of the Creator." Ten strategies are discussed that are critical to the task of renewing and maintaining Indigenous languages. These strategies are: (1) banking Indigenous languages by immediately recording elders and other fluent speakers on audiotape, videotape, or CD-ROM; (2) raising the consciousness of Aboriginal peoples about the history of their oppression and the importance of language to culture, world view, identity, and spirituality; (3) mobilizing human resources and raising money; (4) developing a full spectrum of language training and certification for language teachers, linguists, and others; (5) developing a comprehensive and appropriate curriculum to recreate the intergenerational transmission process in school and community programs; (6) engaging in meaningful research about effective models of language renewal and the nature of language learning; (7) informing national public opinion to create empathy and support; (8) eliminating artificial geographic boundaries and focusing on language families; (9) advocating for Aboriginal language legislation; and (10) working together on family, community, and national levels. (Contains 12 references.)},\n\tbooktitle = {Indigenous {Languages} {Across} the {Community}. {Proceedings} of the {Annual} {Conference} on {Stablizing} {Indigenous} {Languages} (7th, {Toronto}, {Ontario}, {Canada}, {May} 11-14, 2000)},\n\tauthor = {Kirkness, Verna},\n\tyear = {2002},\n\tkeywords = {American Indian Languages, Community Action, Educational Needs, Elementary Secondary Education, Endangered Languages, Higher Education, Indigenous Populations, Informal Education, Language Maintenance, Nonformal Education, Research Needs},\n\tpages = {17 -- 23},\n}\n\n

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@article{johnston_preschool_2002,\n\ttitle = {Preschool immersion education for indigenous languages: {A} survey of resources},\n\tvolume = {26},\n\tissn = {0710-1481},\n\tshorttitle = {Preschool immersion education for indigenous languages},\n\tabstract = {This article gathers and summarizes available information about preschool immersion education for Indigenous languages, including information about existing programs and other relevant resources. After briefly mentioning the Dakota language preschool program at Pezihutazizi in Minnesota, the impetus for the article, we survey available information about other programs. We first examine the two oldest and best-known programs of the last 20 years: Kohanga Reo in Aotearoa/New Zealand and Punana Leo in Hawai'i. Next we look at existing programs in the mainland United States, focusing in particular on the Arapaho preschools in Wyoming. Then we mention other relevant early childhood programs in North America, including a number in Alaska and Canada. To conclude we outline some of the major issues involved in setting up a preschool immersion program in an Indigenous community.},\n\tlanguage = {eng},\n\tnumber = {2},\n\tjournal = {Canadian Journal of Native Education},\n\tauthor = {Johnston, Bill and Johnson, Kimberly},\n\tyear = {2002},\n\tkeywords = {9172, Canada, Elementary Level, Immersion Programs, Indigenous People, Languages, Native Education, New Zealand, Preschool Education, Preschool Level, United States},\n\tpages = {107--123,201},\n}\n\n

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@article{tomlins_jahnke_towards_2002,\n\ttitle = {Towards a secure identity: {Maori} women and the home-place},\n\tvolume = {25},\n\tissn = {0277-5395},\n\tshorttitle = {Towards a secure identity},\n\turl = {http://www.sciencedirect.com/science/article/pii/S0277539502003138},\n\tdoi = {10.1016/S0277-5395(02)00313-8},\n\tabstract = {A qualitative investigation of the lived experiences of six Maori women educators of Aotearoa New Zealand revealed the importance of the ancestral home-place to their identity as Maori. The study showed that a sense of home-place constructs, reinforces and maintains a sense of cultural identity. At a metaphysical level, distance from the home-place is collapsed into space (adult recollections) and time (recollections told in the present). At a another level, such links are reinforced through physical links to the land, knowledge of genealogy, living close to extended family, the importance of the marae (tribal meeting complex) and experiences of the Maori language. These characteristics were found to be important markers of a secure identity as Maori that emerged as significant for each of the women in this study.},\n\tnumber = {5},\n\turldate = {2015-12-18},\n\tjournal = {Women's Studies International Forum},\n\tauthor = {Tomlins Jahnke, Huia},\n\tmonth = sep,\n\tyear = {2002},\n\tpages = {503--513},\n}\n\n

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@techreport{statistics_new_zealand_2001_2002,\n\ttitle = {2001 {Survey} on the health of the {Māori} language},\n\turl = {http://www.stats.govt.nz/browse_for_stats/people_and_communities/maori/2001-survey-on-the-health-of-the-maori-language.aspx},\n\tabstract = {This article presents results from the 2001 Survey on the Health of the Māori Language. Te Puni Kōkiri commissioned Statistics New Zealand to conduct the survey, the results of which will form part of a wider strategy aimed at revitalising Māori language},\n\tnumber = {May},\n\turldate = {2016-07-17},\n\tauthor = {{Statistics New Zealand}},\n\tyear = {2002},\n\tkeywords = {Language And Languages – Study And Teaching – Methodology, Maori (New Zealand People) – Language, statistics},\n\tpages = {9--13},\n}\n\n

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\n\n\n

@article{may_accommodating_2002,\n\tseries = {The {University} of {Waikato}},\n\ttitle = {Accommodating {Multiculturalism} and {Biculturalism} {Implications} for language policy},\n\tvolume = {8},\n\turl = {http://researchcommons.waikato.ac.nz/bitstream/handle/10289/6256/May%20Accomodating.pdf?sequence=1},\n\tabstract = {The field of language education in Aotearoa New Zealand, as elsewhere, has developed significantly since its early and almost exclusive focus on the acquisition of English literacy in schools. As the field has expanded, so too has the range of language education sectors addressed and the theoretical approaches and understandings employed in relation to language and literacy education. Both developments have resulted in a more coordinated literacy education policy - exemplified to date most clearly in the New Zealand Literacy Taskforce - and a more situated, less monolithic understanding of the widely different literacies available to learners. Despite these developments, however, one area still remains noticeably under-theorised and marginalized in relation to the ongoing development of language and literacy education policy in Aotearoa New Zealand - the place of second language learners within it. This paper explores this lacuna and the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy. This has particular implications for the further development of bilingual education - both for Maori and, possibly, other minority groups - and for the related possibilities of multicultural education. It also requires a wider and clearer recognition of minority language education rights, as developed within both international law and political theory, in order to apply these rights appropriately to an Aotearoa New Zealand context which is currently witnessing rapid and extensive demographic (and linguistic) change},\n\tlanguage = {eng},\n\tnumber = {2002},\n\turldate = {2016-07-17},\n\tjournal = {Waikato Journal of Education},\n\tauthor = {May, Stephen},\n\tyear = {2002},\n\tpages = {5--26},\n}\n\n

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@article{lee_akonga_2002,\n\ttitle = {Akonga {Mäori}: {A} {Framework} of {Study} of {Mäori} {Secondary} {School} {Teachers} and {Teacher} {Education}},\n\tvolume = {24},\n\tissn = {0162-6620},\n\tshorttitle = {Akonga {Mäori}},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01626620.2002.10734420},\n\tdoi = {10.1080/01626620.2002.10734420},\n\tabstract = {This study proposes a Mäori framework in which to view Mäori secondary teachers' experiences in relation to teacher education. I argue that an akonga Mäori framework based on a kaupapa Mäori theory provides an indigenous perspective on Mäori teachers' roles which in turn, may allow education providers to better engage with Mäori student-teachers in preparing them for their work in secondary schools.},\n\tnumber = {2},\n\tjournal = {Action in Teacher Education},\n\tauthor = {Lee, Jenny Bol Jun},\n\tyear = {2002},\n\tnote = {5},\n\tpages = {64--74},\n}\n\n

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@book{new_zealand._te_puni_kokiri_use_2002,\n\ttitle = {The use of {Māori} in the family.},\n\tabstract = {\\$\\$C general\\_note\\$\\$V "This report presents research findings about factors that assist or hinder the intergenerational transmission of Māori language within the family."–Introd.},\n\tlanguage = {eng;mao},\n\tpublisher = {Te Puni Kokiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {2002},\n\tkeywords = {Communication in families New Zealand., Kōrero., Maori language Social aspects., Maori language Spoken Maori., Mātauranga wetereo., Sociolinguistics New Zealand.},\n}\n\n

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\n\n\n

@book{derhemi_protecting_2002,\n\ttitle = {Protecting {Endangered} {Minority} {Languages}: {Sociolinguistic} {Perspectives} - {The} {Impact} of {Government} {Policies} on {Territorially} {Based} {Ethnic} or {Nationalist} {Movements}},\n\tvolume = {4},\n\turl = {http://unesdoc.unesco.org/images/0013/001387/138795e.pdf},\n\tabstract = {The present issue of UNESCO's International Journal on Multicultural Societies takes up a previously established thematic thread by addressing questions of linguistic diversity and language policy. Here, our focus is on problems of endangered minority languages and their protection through public policy-making. Whereas previous issues have investigated the legal framework of language policies at international, regional, and national level (see Vol. 3, No. 1 and Vol. 3, No. 2), the current issue, edited by Eda Derhemi, approaches the topic from a sociolinguistic perspective. It attempts to analyse the causes, circumstances and results of language endangerment as well as the social conditions and effects of political intervention in favour of the survival of endangered minority languages.},\n\tnumber = {2},\n\tauthor = {Derhemi, E. and Salikoko, M. and Romaine, S. and Pandharipande, R. and Muskyen, P. and Fishman, Joshua A.},\n\tyear = {2002},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{blair_daghida:_2002,\n\ttitle = {Daghida: {Cold} {Lake} {First} {Nation} {Works} {Towards} {Dene} {Language} {Revitalization}},\n\tvolume = {908},\n\turl = {http://jan.ucc.nau.edu/ jar/ILAC/ILAC_10.pdf},\n\tabstract = {The Daghida Project is a research alliance between the community of Cold Lake First Nations and the University of Alberta sponsored by the Social Sciences and Humanities Research Council of Canada. As is the case in many First Nations communities in North America (Blair \\& Fredeen, 1995; Crawford, 1995; Kirkness, 1998; Zepeda \\& Hill, 1991), the people of Cold Lake are very concerned about the risk of losing their language. In this paper, we will outline the context of language loss on the Cold Lake First Nations (CLFN) reserve as well as describe the collaborative research project between the academic community and that of Cold Lake First Nations and the efforts supported by this project to revitalize the Dene Suline language.},\n\tjournal = {Indigenous Languages Across the Community},\n\tauthor = {Blair, Heather and Rice, Sally and Wood, Valerie and Janvier, John},\n\tyear = {2002},\n\tpages = {89--98},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@techreport{cherokee_nation_ga-du-gi:_2002,\n\ttitle = {Ga-du-gi: {A} {Vision} for {Working} {Together} to {Preserve} the {Cherokee} {Language}. {Report} of a {Needs} {Assessment} {Survey} and a 10-{Year} {Language} {Revialization} {Plan}},\n\turl = {http://linguistics.uoregon.edu/infield2010/files/Course_Documents/Survey_Methods/Survey%20Reports/Cherokee_NeedsAssesRpt.pdf},\n\tabstract = {In the late 1960's the Cherokee Nation (CN) began the noble effort of instruction in the Cherokee language. However 42 years later, the demise of the Cherokee language has reached a critical stage and the language may be only one or two generations from extinction. In response, the CN has engaged in a bold new language revitalization initiative to challenge Cherokees of all ages to not just speak the language in its rudimentary form but to be proficient in the more complex and beautiful aspects of the literate language. Funds provided by the US Department of Health and Human Services Administration on Native Americans in 2002 allowed the CN to quantify the language fluency rate of persons living within the CN jurisdictional service area and develop a long-range language preservation plan. The principle way that information was gathered was a convenience sample (n=300) survey, which generated quantitative data. The second method was a key informant process that collected qualitative information from individuals knowledgeable about the Cherokee language. Three major findings generated are a call to action for the Cherokee Nation to preserve the language.},\n\tnumber = {918},\n\tauthor = {{Cherokee Nation}},\n\tyear = {2002},\n\tkeywords = {Cherokee Nation, Curriculum development, Language Immersion Preschool, Language Planning Committee, Language Preservation, Language Revitalization Plan, Language Revitalization Program, Mārama Pū / Critical Awareness, Native American},\n}\n\n

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@article{noauthor_he_2002,\n\ttitle = {He rāngai tūmatanui},\n\tissn = {1177-7249},\n\turl = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},\n\tabstract = {Ka kōrerohia te whakawhanake i tētahi mahere hei hiki i te whakamahi i te reo Māori ki te rāngai tūmatanui., Talks about developing a plan to increase use of the Māori language in the public sector.},\n\tlanguage = {mao},\n\tjournal = {He Muka},\n\tyear = {2002},\n\tkeywords = {Kāwanatanga, Maori Language – Political Aspects, Māori Language – Study And Teaching, Reo Māori},\n}\n\n

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@article{blair_daghida:_2002,\n\ttitle = {Daghida: {Cold} {Lake} {First} {Nation} {Works} towards {Dene} {Language} {Revitalization}.},\n\tshorttitle = {Daghida},\n\turl = {http://eric.ed.gov/?id=ED462238},\n\tabstract = {A partnership between Cold Lake First Nations and the University of Alberta, the Daghida Project, aims to revitalize Dene Suline–the local dialect of the Dene language–and the culture that depends upon it. Residential schools had a devastating effect on the Dene language and way of life, disrupting normal linguistic and cultural transmission between the generations. Today, less than 15 percent of band members are competent in Dene Suline, and most of these are elders. The project has three components: linguistic, sociolinguistic, and psycholinguistic research; language retention and education; and cultural preservation and revival. Present and future research focuses on patterns of language use, community attitudes toward language revitalization, the lexicon and grammar, communication behaviors related to language acquisition, aspects of language processing that differ between fluent and less competent speakers, and use of gestures. Ongoing and proposed educational activities},\n\tlanguage = {en},\n\turldate = {2016-07-20},\n\tauthor = {Blair, Heather and Rice, Sally and Wood, Valerie and Janvier, John},\n\tyear = {2002},\n\tkeywords = {Alberta University, Canada, Cold Lake First Nations, Cultural preservation, Cultural revival, Daghida project, Education, Generation barrier, Goals, History, International, Kaumatua, Linguistic, Matai hinengaro, Mārama pū, Mātauranga, Papori, Psycholinguistic, Resources, Revitalisation, Sociolinguistics, Tamariki, Transmission, Tāwāhi, Whakaora reo, language loss},\n\tpages = {89--98},\n}\n\n

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\n \n 2001\n \n \n (37)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Guidelines for community Māori language profiles.\n \n \n \n\n\n \n Zealand., N.\n\n\n \n\n\n\n Ministry of Māori Development,, Wellington, N.Z. :, 2001.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand._guidelines_2001,\n\taddress = {Wellington, N.Z. :},\n\ttitle = {Guidelines for community {Māori} language profiles.},\n\tisbn = {978-0-478-26017-5},\n\tpublisher = {Ministry of Māori Development,},\n\tauthor = {New Zealand.},\n\tyear = {2001},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Ecology of Language Revival.\n \n \n \n \n\n\n \n Edwards, J.\n\n\n \n\n\n\n Current Issues in Language Planning, 2(2-3): 231–241. November 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{edwards_ecology_2001,\n\ttitle = {The {Ecology} of {Language} {Revival}},\n\tvolume = {2},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/14664200108668025},\n\tabstract = {Language revival is a difficult undertaking, and so new frameworks for understanding and effecting it are always of interest. The adoption of an ecological viewpoint in linguistics has been one of these. Contemporary versions (or visions), however, are unlikely to prove substantial: they are not particularly innovative, nor are their foundations sturdy in all respects. Apart from a brief consideration of language rights – often important constituents of the moral basis of the 'new' ecology – this paper also examines several underlying threads: notions of ecological health and cultural perpetuation, concerns for 'small' and indigenous systems, and disdain for aspects of modernity.},\n\tnumber = {2-3},\n\turldate = {2016-07-17},\n\tjournal = {Current Issues in Language Planning},\n\tauthor = {Edwards, John},\n\tmonth = nov,\n\tyear = {2001},\n\tkeywords = {Cultural perpetuation, Ecological viewpoints in linguistics, Language Revival, Notions of ecological health, language rights},\n\tpages = {231--241},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n Tīhei mauri ora : honouring our voices : mana wahine as a kaupapa Māori : theoretical framework.\n \n \n \n \n\n\n \n Pihama, L. E.\n\n\n \n\n\n\n Ph.D. Thesis, ResearchSpace@Auckland, 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Tīhei$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{pihama_tihei_2001,\n\ttype = {Thesis},\n\ttitle = {Tīhei mauri ora : honouring our voices : mana wahine as a kaupapa {Māori} : theoretical framework},\n\tcopyright = {https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm},\n\tshorttitle = {Tīhei mauri ora},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/1119},\n\tabstract = {This thesis is a theoretical journey. Its primary focus is the honouring and affirmation of the voices of Māori women and the assertion of Mana Wahine as a Kaupapa Māori theoretical framework. It is argued that Western theories are inadequate in understanding and explaining Māori experiences and in particular the experiences of Maori women. Kaupapa Māori theory provides the framework within which this thesis is located. Kaupapa Māori theory is conceived of as being a distinct Māori framework that has its foundations in mātauranga Māori. It is argued that Kaupapa Māori is of ancient origins, which derive from within the many realms of the Māori world. Kaupapa Māori theory is a framework that both draws upon, and affirms, mātauranga Māori as fundamental to Māori understandings. Kaupapa Māori theory is also multiple in its articulation and rather than exalt theory this thesis contends that Kaupapa Māori theory provides openings into analysis that can more readily explain and transform current inequities that face Māori people. As such there is an active proposal for the exploration and development of Kaupapa Māori theory in ways that expand on existing theoretical developments. It is argued that colonial imposition of race, gender and class have culminated in the construction of the belief that Māori women hold an 'inferior' 'lesser' position in Māori society to that of Māori men. Through exploring the origins of the ideologies of race, gender and class it is further shown that these constructions manifested in how early ethnographers documented Māori society. Historical sources and Native Schools documentation are examined to provide an overview understanding of the ways in which colonial patriarchal supremacist ideas where entrenched into literature that has since provided the basis for much research related to Māori society. Those sources it is argued were fundamentally flawed in their approach and their disregard of the significance of the roles and status of Māori women. The often unproblematic use of early documentation is challenged and it is argued that the colonial constructions of Māori women mitigate against our interests and therefore the interests of all Māori people. This thesis is an opening discussion that asserts that Mana Wahine theory is an essential development for Māori women. In doing so it argues that there are elements that are fundamental to the articulation of Mana Wahine theory. These elements are not exclusive or definitive, but are seen to exist within the growing body of literature regarding Mana Wahine theory. Mana Wahine theory is a Kaupapa Māori theory that is dedicated to the affirmation of Māori women within Māori society, within whānau, hapū and iwi. It is a theoretical framework that, like Kaupapa Māori theory, is based within mātauranga Māori and is committed to the articulation of Māori women's ways of knowing the world. It is argued that asserting Mana Wahine is a recognition of the current inequitable context within which Māori women are located and therefore there is an inherent political project of engaging oppressive relations that impact upon Māori women. Mana Wahine theory is presented as a Māori women's theory that remembers our tūpuna wāhine, our atua wāhine and which affirms Māori women as critical actors for change.},\n\tlanguage = {en},\n\turldate = {2015-12-09},\n\tschool = {ResearchSpace@Auckland},\n\tauthor = {Pihama, Leonie E.},\n\tyear = {2001},\n}\n\n

\n\n\n

\n This thesis is a theoretical journey. Its primary focus is the honouring and affirmation of the voices of Māori women and the assertion of Mana Wahine as a Kaupapa Māori theoretical framework. It is argued that Western theories are inadequate in understanding and explaining Māori experiences and in particular the experiences of Maori women. Kaupapa Māori theory provides the framework within which this thesis is located. Kaupapa Māori theory is conceived of as being a distinct Māori framework that has its foundations in mātauranga Māori. It is argued that Kaupapa Māori is of ancient origins, which derive from within the many realms of the Māori world. Kaupapa Māori theory is a framework that both draws upon, and affirms, mātauranga Māori as fundamental to Māori understandings. Kaupapa Māori theory is also multiple in its articulation and rather than exalt theory this thesis contends that Kaupapa Māori theory provides openings into analysis that can more readily explain and transform current inequities that face Māori people. As such there is an active proposal for the exploration and development of Kaupapa Māori theory in ways that expand on existing theoretical developments. It is argued that colonial imposition of race, gender and class have culminated in the construction of the belief that Māori women hold an 'inferior' 'lesser' position in Māori society to that of Māori men. Through exploring the origins of the ideologies of race, gender and class it is further shown that these constructions manifested in how early ethnographers documented Māori society. Historical sources and Native Schools documentation are examined to provide an overview understanding of the ways in which colonial patriarchal supremacist ideas where entrenched into literature that has since provided the basis for much research related to Māori society. Those sources it is argued were fundamentally flawed in their approach and their disregard of the significance of the roles and status of Māori women. The often unproblematic use of early documentation is challenged and it is argued that the colonial constructions of Māori women mitigate against our interests and therefore the interests of all Māori people. This thesis is an opening discussion that asserts that Mana Wahine theory is an essential development for Māori women. In doing so it argues that there are elements that are fundamental to the articulation of Mana Wahine theory. These elements are not exclusive or definitive, but are seen to exist within the growing body of literature regarding Mana Wahine theory. Mana Wahine theory is a Kaupapa Māori theory that is dedicated to the affirmation of Māori women within Māori society, within whānau, hapū and iwi. It is a theoretical framework that, like Kaupapa Māori theory, is based within mātauranga Māori and is committed to the articulation of Māori women's ways of knowing the world. It is argued that asserting Mana Wahine is a recognition of the current inequitable context within which Māori women are located and therefore there is an inherent political project of engaging oppressive relations that impact upon Māori women. Mana Wahine theory is presented as a Māori women's theory that remembers our tūpuna wāhine, our atua wāhine and which affirms Māori women as critical actors for change.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term “Heritage Language Learner” Maria Carreira, California State University, Long Beach.\n \n \n \n \n\n\n \n Carreira, M.\n\n\n \n\n\n\n Heritage Language Journal, 2: 1–25. 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Seeking$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{carreira_seeking_2001,\n\ttitle = {Seeking {Explanatory} {Adequacy}: {A} {Dual} {Approach} to {Understanding} the {Term} “{Heritage} {Language} {Learner}” {Maria} {Carreira}, {California} {State} {University}, {Long} {Beach}},\n\tvolume = {2},\n\tissn = {15507076},\n\turl = {http://international.ucla.edu/media/files/Carreira.pdf},\n\tabstract = {In this piece Carreira identifies 4 types of heritage language learners (HLLs) based on the existing literature (for types 1,2, and 3) and on a survey of teachers (type 4): 1. HLL1: Language learning takes place in the context of a community which has 1)strong heritage culture/language identity, 2) limited numbers of speakers of the HL, and 3) is striving to reverse language shift (p. 4). In other words, what makes you a HLL isnt knowing the language; you may be a true beginner in it. What matters is that you feel like a part of the heritage culture and are learning the language because of that. (Example: Native Americans) 2. HLL2: People learning the HL because they are trying to connect with their ethnic/family background but are not active members of a heritage culture community (p. 5). (Examples: African Americans learning an African language, a child of Sicilian immigrants who lost proficiency in Sicilian learning Italian) 3. HLL3: Proficiency-centered definition. Equivalent to Valdéss (2000) definition of HLL, which says they are a) raised in a home where a non-English language is spoken, b) speak or merely understand the heritage language, and c) who are to some degree bilingual in English and the heritage language (Valdés, 2000, cited in p.8). (Example: bilingual U.S. Latinos. The definition works well for this group because so many of them know some Spanish, and that it is part of their experience and identity) 4. HLL4: low-proficiency HLLs, those who do not have the minimum Spanish skills to be in a specially designated SHL course (barring, of course, the exception of schools who offer courses for low-proficiency SHL learners). Because of their language skills, these student often have their identity negated, which is a big concern. Part of Carrieras goal in doing this is to help us distinguish HLLs from L1 learners of the HL, L2 learners of it, and to help distinguish different kinds of HLLs from each other. She recommends that we teach towards the HLL any time we find one in our class and that we teach both Standard and local variants. She offers a focus of instruction for each type of HLL.},\n\tjournal = {Heritage Language Journal},\n\tauthor = {Carreira, Maria},\n\tyear = {2001},\n\tkeywords = {Community Context, Culture, Family background, Hawaii, Heritage language learners, Identity, Indigineous Ethnic, International, Linguistic Proficiency Spanish, Linguistic Review, Linguistic maintenance, Mana, Pedagogical Value, Personal connections, Reverse Language Shift, Student Goals},\n\tpages = {1--25},\n}\n\n

\n\n\n

\n In this piece Carreira identifies 4 types of heritage language learners (HLLs) based on the existing literature (for types 1,2, and 3) and on a survey of teachers (type 4): 1. HLL1: Language learning takes place in the context of a community which has 1)strong heritage culture/language identity, 2) limited numbers of speakers of the HL, and 3) is striving to reverse language shift (p. 4). In other words, what makes you a HLL isnt knowing the language; you may be a true beginner in it. What matters is that you feel like a part of the heritage culture and are learning the language because of that. (Example: Native Americans) 2. HLL2: People learning the HL because they are trying to connect with their ethnic/family background but are not active members of a heritage culture community (p. 5). (Examples: African Americans learning an African language, a child of Sicilian immigrants who lost proficiency in Sicilian learning Italian) 3. HLL3: Proficiency-centered definition. Equivalent to Valdéss (2000) definition of HLL, which says they are a) raised in a home where a non-English language is spoken, b) speak or merely understand the heritage language, and c) who are to some degree bilingual in English and the heritage language (Valdés, 2000, cited in p.8). (Example: bilingual U.S. Latinos. The definition works well for this group because so many of them know some Spanish, and that it is part of their experience and identity) 4. HLL4: low-proficiency HLLs, those who do not have the minimum Spanish skills to be in a specially designated SHL course (barring, of course, the exception of schools who offer courses for low-proficiency SHL learners). Because of their language skills, these student often have their identity negated, which is a big concern. Part of Carrieras goal in doing this is to help us distinguish HLLs from L1 learners of the HL, L2 learners of it, and to help distinguish different kinds of HLLs from each other. She recommends that we teach towards the HLL any time we find one in our class and that we teach both Standard and local variants. She offers a focus of instruction for each type of HLL.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language Revitalization Using Multimedia.\n \n \n \n \n\n\n \n Brand, P.; Elliott, J.; and Foster, K.\n\n\n \n\n\n\n In Indigenous Languages Across the Community, 2001. \n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@inproceedings{brand_language_2001,\n\ttitle = {Language {Revitalization} {Using} {Multimedia}},\n\turl = {http://jan.ucc.nau.edu/ jar/ILAC/ILAC_26.pdf},\n\tabstract = {N/A},\n\tbooktitle = {Indigenous {Languages} {Across} the {Community}},\n\tauthor = {Brand, Peter and Elliott, John and Foster, Ken},\n\tyear = {2001},\n\tkeywords = {Ancient Traditions, British Columbia, Canada, Communication Gap, Cultural Retention, Culture Revitalisation, Digital tools, Education System, Hangarau, International indigenous, Language Retention, Language revitalisation, Multimedia, Mārama Pū / Critical Awareness, Oral histories, Pāpāho, Recirding/Documentation, Saanich People, Sencoten, Technology, Whakarauora},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n MOTIVATION , STRATEGY USE , AND PEDAGOGICAL PREFERENCES.\n \n \n \n \n\n\n \n Schmidt, R.; and Watanabe, Y.\n\n\n \n\n\n\n In Motivation and Second language Acquisition, pages 313–359. 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"MOTIVATION$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{schmidt_motivation_2001,\n\ttitle = {{MOTIVATION} , {STRATEGY} {USE} , {AND} {PEDAGOGICAL} {PREFERENCES}},\n\tisbn = {0-8248-2458-X},\n\turl = {http://nflrc.hawaii.edu/PDFs/SCHMIDT Motivation, strategy use, and pedagogical preferences.pdf},\n\tabstract = {This chapter reports the results of a survey of motivation, reported use of language learning strategies, and learner preferences for various kinds of pedagogical activities carried out with 2,089 learners of five different foreign languages (Mandarin Chinese, Filipino [Tagalog], French, Japanese, and Spanish) at the University of Hawai‘i. Questionnaire responses were factor analyzed, and a common factor structure was found for the sample as a whole, consisting of the factors of Value (a belief that studying the language is worthwhile for a wide variety of reasons), Expectancy (a combination of self-confidence, self-assessed aptitude for language learning, and lack of anxiety), Motivational Strength, Competitiveness, and Cooperativeness. The fact that many of these students are studying the language of their ethnic heritage also emerged as a distinct motivational factor. Scales based on the factor analyses were used to analyze similarities and differences among groups of students learning the different target languages, as well as relationships between the various components of motivation and those related to learning strategy use and pedagogical preferences. It was found that motivation does indeed affect strategy use and preferences for different types of classroom activities, but some associations are much stronger than others. The motivational factors of Value, Motivational Strength, and Cooperativeness affect strategy use and pedagogical preferences most strongly, while the Heritage Language factor appears to have little or no influence on these variables. Of the different types of learning strategies, the use of cognitive and metacognitive strategies is most affected by motivation, and among the types of pedagogical preferences that we investigated, approval of challenging activities was most affected by motivation.},\n\tbooktitle = {Motivation and {Second} language {Acquisition}},\n\tauthor = {Schmidt, Richard and Watanabe, Yuichi},\n\tyear = {2001},\n\tpages = {313--359},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Māori language integration in the age of Information Technology: A computation approach.\n \n \n \n \n\n\n \n Laws, M. R.\n\n\n \n\n\n\n Ph.D. Thesis, 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Māori$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{laws_maori_2001,\n\ttitle = {Māori language integration in the age of {Information} {Technology}: {A} computation approach},\n\turl = {http://otago.ourarchive.ac.nz/handle/10523/168},\n\tabstract = {A multidisciplinary approach that involves language universals, linguistic discourse analysis and computer information technology are combined to support the descriptive nature of this research dissertation. Utilising comparative methods to determine rudimentary language structures which reflect both the scientific and historic parameters that are embedded in all languages. From a hypothesis to the proof of concept, a multitude of computer applications have been used to test these language models, templates and frameworks. To encapsulate this entire approach, it is best described as "designing then building the theoretical, experimental, and practical projects that form the structural network of the Māori language system". The focus on methods for integrating the language is to investigate shared characteristics between Māori and New Zealand English. This has provided a complete methodology for a bilingual based system. A system with text and speech for language generation and classification. This approach has looked at existing computational linguistic and information processing techniques for the analysis of each language's phenomena; where data from basic units to higher-order linguistic knowledge has been analysed in terms of their characteristics for similar and/or dissimilar features. The notion that some language units can have similar acoustic sounds, structures or even meanings in other languages is plausible. How these are identified was the key concept to building an integrated language system. This research has permitted further examination into developing a new series of phonological and lexical self organising maps of Māori. Using phoneme and word maps spatially organised around lower to higher order concepts such as 'sounds like'. To facilitate the high demands placed on very large data stores, the further development of the speech database management system containing phonological, phonetic, lexical, semantic, and other language frameworks was also developed. This database has helped to examine how effectively Māori has been fully integrated into an existing English framework. The bilingual system will allow full interaction with a computer-based speech architecture. This will contribute to the existing knowledge being constructed by the many different disciplines associated with languages; naturally or artificially derived. Evolving connectionist systems are new tools that are trained in an unsupervised manner to be both adaptable and flexible. This hybrid approach is an improvement on past methods in the development of more effective and efficient ways for solving applied problems for speech data analysis, classification, rule extraction, information retrieval and knowledge acquisition. A preliminary study will apply bilingual data to an 'evolving clustering method' algorithm that returns a structure containing acoustic clusters plotted using visualisation techniques. In the true practical sense, the complete bilingual system has had a bi-directional approach. Both languages have undergone similar data analysis, language modelling, data access, text and speech processing, and human-computer network interface interaction.},\n\tauthor = {Laws, Mark R.},\n\tyear = {2001},\n\tkeywords = {Bilingualism, Computer oriented programs, Computer software, English, Information and communications technology, Information networks, Information retrieval, Maori language, Semantics, Speech communication, Te reo Maori},\n}\n\n

\n\n\n

\n A multidisciplinary approach that involves language universals, linguistic discourse analysis and computer information technology are combined to support the descriptive nature of this research dissertation. Utilising comparative methods to determine rudimentary language structures which reflect both the scientific and historic parameters that are embedded in all languages. From a hypothesis to the proof of concept, a multitude of computer applications have been used to test these language models, templates and frameworks. To encapsulate this entire approach, it is best described as \"designing then building the theoretical, experimental, and practical projects that form the structural network of the Māori language system\". The focus on methods for integrating the language is to investigate shared characteristics between Māori and New Zealand English. This has provided a complete methodology for a bilingual based system. A system with text and speech for language generation and classification. This approach has looked at existing computational linguistic and information processing techniques for the analysis of each language's phenomena; where data from basic units to higher-order linguistic knowledge has been analysed in terms of their characteristics for similar and/or dissimilar features. The notion that some language units can have similar acoustic sounds, structures or even meanings in other languages is plausible. How these are identified was the key concept to building an integrated language system. This research has permitted further examination into developing a new series of phonological and lexical self organising maps of Māori. Using phoneme and word maps spatially organised around lower to higher order concepts such as 'sounds like'. To facilitate the high demands placed on very large data stores, the further development of the speech database management system containing phonological, phonetic, lexical, semantic, and other language frameworks was also developed. This database has helped to examine how effectively Māori has been fully integrated into an existing English framework. The bilingual system will allow full interaction with a computer-based speech architecture. This will contribute to the existing knowledge being constructed by the many different disciplines associated with languages; naturally or artificially derived. Evolving connectionist systems are new tools that are trained in an unsupervised manner to be both adaptable and flexible. This hybrid approach is an improvement on past methods in the development of more effective and efficient ways for solving applied problems for speech data analysis, classification, rule extraction, information retrieval and knowledge acquisition. A preliminary study will apply bilingual data to an 'evolving clustering method' algorithm that returns a structure containing acoustic clusters plotted using visualisation techniques. In the true practical sense, the complete bilingual system has had a bi-directional approach. Both languages have undergone similar data analysis, language modelling, data access, text and speech processing, and human-computer network interface interaction.\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Formation of Pakeha Identity in Relation to Te Reo Maori and Te Ao Maori.\n \n \n \n \n\n\n \n Jellie, M.\n\n\n \n\n\n\n Ph.D. Thesis, Canterbury University, 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{jellie_formation_2001,\n\ttitle = {The {Formation} of {Pakeha} {Identity} in {Relation} to {Te} {Reo} {Maori} and {Te} {Ao} {Maori}},\n\tcopyright = {http://library.canterbury.ac.nz/thesis/etheses\\_copyright.shtml},\n\turl = {http://www.ir.canterbury.ac.nz/bitstream/handle/10092/961/thesis_fulltext.pdf?sequence=1&isAllowed=y},\n\tabstract = {This thesis explores the experiences of European New Zealanders who have learnt te reo Māori and how through their learning they have gained a better understanding of what it means to be Pākehā in New Zealand. This thesis looks at the reasons why European New Zealanders want to learn te reo Māori (chapter 5); experiences from learning te reo Māori and being involved with Māori culture within both te ao Māori and te ao Pākehā are also discussed (chapter 6). The concept of a Pākehā identity, one that involves a relationship with te ao Māori is also examined (chapter 7). The use of the term P ā keh ā by European New Zealanders is a rather recent phenomenon. The thesis endeavours to discover differences between those European New Zealanders who do and do not identify with the term ‘P ākehā ’. Which New Zealanders identify with the erm ‘Pākehā ’, and the examination of who finds the term derogatory is also discussed (chapter 4). Since European contact with Māori, fluency in te reo Māori in New Zealand has dramatically declined. As a background to the research undertaken here, this study also reviews the history of te reo M ā ori since European contact and the revitalisation efforts made by M āori to maintain the language. The exploration of the idea that te reo M ā ori can be the basis of a new national identity that all New Zealanders can share is also discussed (Chapter 2). This chapter also explores the origin and meaning of the term Pākehā , and the creation of popular usage of the term among European New Zealanders.},\n\turldate = {2016-07-17},\n\tschool = {Canterbury University},\n\tauthor = {Jellie, Maria},\n\tyear = {2001},\n\tkeywords = {Awareness of social justice, Formation Pākehā Identity, History of Māori language, Mārama pū, Origin of term Pākehā, Qualitative data, Quantitative data, Te Ao Māori, experience of being pākeha learning Te Reo Māori, influence of family, reasons for learning Te Reo Māori, support of family, te reo Māori},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n He Hīnātore ki te Ao Māori. A Glimpse into the Māori world. Māori Perspectives on Justice.\n \n \n \n \n\n\n \n Ministry of Justice\n\n\n \n\n\n\n Technical Report 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{ministry_of_justice_he_2001,\n\ttitle = {He {Hīnātore} ki te {Ao} {Māori}. {A} {Glimpse} into the {Māori} world. {Māori} {Perspectives} on {Justice}},\n\turl = {www.library.auckland.ac.nz/subjects/law/pdfs/maori_perspectives.pdf},\n\tabstract = {This report is not a definitive source, but is intended as an introductory guide by way of a resource document to assist in background understanding for the formulation of policy advice and development within the justice sector. Ministry staff must have a solid knowledge of Mäori behaviour, cultural practices and principles. The primary focus of the Mäori Perspectives on Justice project is to develop an understanding of Mäori perspectives on justice. This involved identifying values and cultural beliefs in relation to Mäori practices and principles on justice. The term for Mäori custom is tikanga, which is derived from the word tika. Tika can cover a whole range of meanings, from right and proper, true, honest, just, personally and culturally correct, to upright.1 Tikanga does not denote a static set of rules. The whole Mäori legal system was based on values, and being a values-based system, Mäori adhered to principles rather than a set of rules. Tikanga may be seen as Mäori principles for determining justice. Tikanga grew out of, and was inextricably woven into, the spiritual and everyday framework of Mäori life. Besides its moral and ancestral authority, tikanga adds rationale, authoritativeness and control which is timeless. In that sense tikanga can be defined as law in its widest sense, while kaupapa and kawa is the process and ritual of tikanga.},\n\tauthor = {{Ministry of Justice}},\n\tyear = {2001},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Ko te whare whakamana : Māori language revitalisation.\n \n \n \n \n\n\n \n Christensen, I.\n\n\n \n\n\n\n Ph.D. Thesis, Massey University, Palmerston North, New Zealand, 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Ko$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{christensen_ko_2001,\n\taddress = {Palmerston North, New Zealand},\n\ttype = {Doctor of {Philosophy}},\n\ttitle = {Ko te whare whakamana : {Māori} language revitalisation},\n\tcopyright = {The Author},\n\tshorttitle = {Ko te whare whakamana},\n\turl = {http://mro.massey.ac.nz/xmlui/handle/10179/2081},\n\tabstract = {Efforts to revitalise the Māori language began in earnest with the establishment in 1981 of the first Kōhanga Reo (Māori language pre-school). Since this time, the growth of Māori medium education has been significant, and has also been complemented with language intitiatives in broadcasting and the public sector, including government departments. Some iwi (tribes), most notably Ngāti Raukawa ki te Tonga have also implemented long term strategic plans to secure the health of the language within the tribe. Theories of language revitalisation, however, highlight the importance of reestablishing the inter-generational transmission of the language within homes, something which until recently has received little attention with regard to Māori language. This thesis backgrounds the position of the Māori language, its linguistic, social, political and economic context for development into the third millenium, and presents a framework for its maintenance and revitalisation. The framework arises from data collected from 1577 participants in the Te Hoe Nuku Roa Baseline Study of Māori households, and interviews conducted with a sub-sample of participants who had identified as having either medium or high fluency in the language. The framework is based on the principles of Mana Māori (Māori control and responsibility), Mana Tangata (personal empowerment), and Tūhonotanga (interconnectedness). The various agents for Māori language revitalisation are identified in the framework, and it is argued that while each agent should focus on revitalisation activities most appropriate to themselves, it is important that activity is linked in some tangible way to the strengthening of Māori language in Māori homes.},\n\tlanguage = {English, Te Reo Māori},\n\turldate = {2016-07-21},\n\tschool = {Massey University},\n\tauthor = {Christensen, Ian},\n\tyear = {2001},\n\tkeywords = {Acquisition, Development Framework, Factors contributing to Māori Language use, Historical decline, International community, Lexical decline, Mana Māori, Māori language corpus, Māori language status, Mārama Pū / Critical Awareness, Nation-Strengthening Phenomenon, Ngā Apititanga, Ngā Tikanga Rangahau, Promoting Māori Language, Retaining essence, Sociolinguistic, Syntactic Change, Te Hoe Nuku Roa, Te Rangahau Reo Whāiti o te Hoe Nuku Roa, Toi te Kupu, Whakarauora Reo, indigenous language, intergenerational transmission},\n}\n\n

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\n \n\n \n \n \n \n \n \n Respecting Maya Language Revitalization.\n \n \n \n \n\n\n \n Berkley, A. R.\n\n\n \n\n\n\n Linguistics and Education, 12(3): 345–366. September 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Respecting$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{berkley_respecting_2001,\n\ttitle = {Respecting {Maya} {Language} {Revitalization}},\n\tvolume = {12},\n\tissn = {08985898},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0898589801000547},\n\tdoi = {10.1016/S0898-5898(01)00054-7},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2016-07-20},\n\tjournal = {Linguistics and Education},\n\tauthor = {Berkley, Anthony R.},\n\tmonth = sep,\n\tyear = {2001},\n\tkeywords = {Cultural norms and communication, Don Alejandro, Glottal stop, Interlectural education, Linguistic anthropology, Lorena, Maestra Francisca, Negotiated reconfiguration in revitalisation, Spanish primary stress, Teachers, Tsikbal, Turning text into talk, Yucatec Maya language revitalisation, any vowel with a long low tone, any vowel with a rising-falling tone, overlap in conversation turns, targeted form, untranscribable text},\n\tpages = {345--366},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n Guidelines for Strengthening Indigenous Languages.\n \n \n \n \n\n\n \n Network, A. N. K.\n\n\n \n\n\n\n Alaska Native Knowledge Network, 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Guidelines$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{network_guidelines_2001,\n\ttitle = {Guidelines for {Strengthening} {Indigenous} {Languages}},\n\turl = {http://www.buildinitiative.org/WhatsNew/ViewArticle/tabid/96/ArticleId/61/Guidelines-for-Strengthening-Indigenous-Languages.aspx},\n\tabstract = {This resource from the Alaska Native Knowledge Network offers guidance on how to authentically and appropriately strengthen heritage language in schools, programs and systems.},\n\tpublisher = {Alaska Native Knowledge Network},\n\tauthor = {Network, Alaska Native Knowledge},\n\tyear = {2001},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Language Revitalization: An Overview.\n \n \n \n\n\n \n Hinton, L.\n\n\n \n\n\n\n In The Green Book of Language Revitalization in Practice. 2001.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@incollection{hinton_language_2001,\n\ttitle = {Language {Revitalization}: {An} {Overview}},\n\tisbn = {0267-1905},\n\tbooktitle = {The {Green} {Book} of {Language} {Revitalization} in {Practice}},\n\tauthor = {Hinton, Leanne},\n\tyear = {2001},\n\tkeywords = {Indigenous languages, immersion schools, language learning methods, language revitalization, language teaching methods, languages without speakers},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Ko te whare whakamana : Māori language revitalisation : a thesis presented for the degree of Doctor of Philosophy in Māori Studies at Massey University, Palmerston North, New Zealand.\n \n \n \n \n\n\n \n Christensen, I.\n\n\n \n\n\n\n . 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Ko$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{christensen_ko_2001-1,\n\ttitle = {Ko te whare whakamana : {Māori} language revitalisation : a thesis presented for the degree of {Doctor} of {Philosophy} in {Māori} {Studies} at {Massey} {University}, {Palmerston} {North}, {New} {Zealand}},\n\tissn = {http://hdl.handle.net/10179/2081},\n\tshorttitle = {Ko te whare whakamana},\n\turl = {http://mro.massey.ac.nz/handle/10179/2081},\n\tabstract = {Efforts to revitalise the Māori language began in earnest with the establishment in 1981 of the first Kōhanga Reo (Māori language pre-school). Since this time, the growth of Māori medium education has been significant, and has also been complemented with language intitiatives in broadcasting and the public sector, including government departments. Some iwi (tribes), most notably Ngāti Raukawa ki te Tonga have also implemented long term strategic plans to secure the health of the language within the tribe. Theories of language revitalisation, however, highlight the importance of reestablishing the inter-generational transmission of the language within homes, something which until recently has received little attention with regard to Māori language. This thesis backgrounds the position of the Māori language, its linguistic, social, political and economic context for development into the third millenium, and presents a framework for its maintenance and revitalisation. The framework arises from data collected from 1577 participants in the Te Hoe Nuku Roa Baseline Study of Māori households, and interviews conducted with a sub-sample of participants who had identified as having either medium or high fluency in the language. The framework is based on the principles of Mana Māori (Māori control and responsibility), Mana Tangata (personal empowerment), and Tūhonotanga (interconnectedness). The various agents for Māori language revitalisation are identified in the framework, and it is argued that while each agent should focus on revitalisation activities most appropriate to themselves, it is important that activity is linked in some tangible way to the strengthening of Māori language in Māori homes.},\n\tlanguage = {en},\n\turldate = {2015-12-09},\n\tauthor = {Christensen, Ian},\n\tyear = {2001},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Ko te Whare Whakamana : Maori Language Revitalisation.\n \n \n \n \n\n\n \n Christensen, I.\n\n\n \n\n\n\n Ph.D. Thesis, Massey University, Palmerston North, New Zealand, 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Ko$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{christensen_ko_2001,\n\taddress = {Palmerston North, New Zealand},\n\ttitle = {Ko te {Whare} {Whakamana} : {Maori} {Language} {Revitalisation}},\n\turl = {http://mro.massey.ac.nz/xmlui/handle/10179/2081},\n\tabstract = {Efforts to revitalise the Māori language began in earnest with the establishment in 1981 of the first Kōhanga Reo (Māori language pre-school). Since this time, the growth of Māori medium education has been significant, and has also been complemented with language intitiatives in broadcasting and the public sector, including government departments. Some iwi (tribes), most notably Ngāti Raukawa ki te Tonga have also implemented long term strategic plans to secure the health of the language within the tribe. Theories of language revitalisation, however, highlight the importance of reestablishing the inter-generational transmission of the language within homes, something which until recently has received little attention with regard to Māori language. This thesis backgrounds the position of the Māori language, its linguistic, social, political and economic context for development into the third millenium, and presents a framework for its maintenance and revitalisation. The framework arises from data collected from 1577 participants in the Te Hoe Nuku Roa Baseline Study of Māori households, and interviews conducted with a sub-sample of participants who had identified as having either medium or high fluency in the language. The framework is based on the principles of Mana Māori (Māori control and responsibility), Mana Tangata (personal empowerment), and Tūhonotanga (interconnectedness). The various agents for Māori language revitalisation are identified in the framework, and it is argued that while each agent should focus on revitalisation activities most appropriate to themselves, it is important that activity is linked in some tangible way to the strengthening of Māori language in Māori homes.},\n\tlanguage = {Te Reo Māori},\n\tschool = {Massey University},\n\tauthor = {Christensen, Ian},\n\tyear = {2001},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Planning and Language Revival.\n \n \n \n \n\n\n \n Amery, R.\n\n\n \n\n\n\n Current Issues in Language Planning, 2: 141–221. 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{amery_language_2001,\n\ttitle = {Language {Planning} and {Language} {Revival}},\n\tvolume = {2},\n\turl = {https://www.researchgate.net/publication/249025326_Language_Planning_and_Language_Revival},\n\tabstract = {This paper explores the interface between language planning and language revival, based on current efforts to reclaim and reintroduce Kaurna, the language of the Adelaide Plains. This language probably had not been used on a daily basis for the best part of 130 years, until recent efforts in the 1990s to revive it. Using written records, efforts are now being made to piece the language together and to develop a written and spoken language that addresses contemporary needs. Micro language planning is salient in the revival context. Indeed, language planning in this context typically involves individual learners and users of the language, small groups and very small organisations. This paper extends the vision of language planners to include languages hitherto regarded as 'dead' or 'extinct'. Language planning has as much to offer in these situations as it does for major world languages.},\n\tjournal = {Current Issues in Language Planning},\n\tauthor = {Amery, Rob},\n\tyear = {2001},\n\tkeywords = {Adelaide Plains, Contemporary needs, Critical Awareness, Kaurna, Language Planning, Language Revival, Mārama pū, The Unaipon School, University of South Australia, Written language, developing written and spoken language, learners, small organisations, vision of language planners},\n\tpages = {141--221},\n}\n\n

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\n \n\n \n \n \n \n \n \n Kaupapa Maori: Locating Indigenous Ontology.\n \n \n \n \n\n\n \n Henry, E.; and Pene, H.\n\n\n \n\n\n\n . 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Kaupapa$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{henry_kaupapa_2001,\n\ttitle = {Kaupapa {Maori}: {Locating} {Indigenous} {Ontology}},\n\tshorttitle = {Kaupapa {Maori}},\n\turl = {http://www.researchgate.net/profile/Ella_Henry/publication/247747167_Kaupapa_Maori_Locating_Indigenous_Ontology_Epistemology_and_Methodology_in_the_Academy/links/552474140cf2caf11bfccda4.pdf},\n\turldate = {2016-01-04},\n\tauthor = {Henry, Ella and Pene, Hone},\n\tyear = {2001},\n}\n\n

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\n \n\n \n \n \n \n \n Reversing Navajo Language Shift, Revisited.\n \n \n \n\n\n \n Lee, T; and McLaughlin, D\n\n\n \n\n\n\n In Can Threatened Languages be Saved?. 2001.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{lee_reversing_2001,\n\ttitle = {Reversing {Navajo} {Language} {Shift}, {Revisited}},\n\tisbn = {1-85359-493-8 (hbk) 1-85359-492-X (pbk)},\n\tbooktitle = {Can {Threatened} {Languages} be {Saved}?},\n\tauthor = {Lee, T and McLaughlin, D},\n\tyear = {2001},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ko Pūwheke te maunga - Pūwheke is the mountain: Māori language and Māori ethnic identity - reaffirming identity through language revitalisation.\n \n \n \n \n\n\n \n Mutu, M.\n\n\n \n\n\n\n He Pukenga Kōrero, 6(2): 1–8. 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"Ko$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{mutu_ko_2001,\n\ttitle = {Ko {Pūwheke} te maunga - {Pūwheke} is the mountain: {Māori} language and {Māori} ethnic identity - reaffirming identity through language revitalisation},\n\tvolume = {6},\n\turl = {http://www.hepukengakorero.com/index.php/HPK/article/view/182/159},\n\tabstract = {For Maori, the correct answer to the question "Who are you?" lies in the pepeha (sayings) of each hapu and iwi throughout the country and their genealogies. The saying of Te Whanau Moana hapu of Karikari in Te Taitokerau is explained as an example. Given that such sayings are always expressed in Maori, the question arises as to how children whose parents and teachers are not good speakers of Maori will fare in terms of identity. Difficulties in the Maori language of teachers and children in kura kaupapa Maori and kohanga reo are identified as grammar related. Solutions are suggested whereby the grammar of second language learners can be improved},\n\tnumber = {2},\n\tjournal = {He Pukenga Kōrero},\n\tauthor = {Mutu, Margaret},\n\tyear = {2001},\n\tpages = {1--8},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Ecology of Language Revival.\n \n \n \n \n\n\n \n Edwards, J.\n\n\n \n\n\n\n Current Issues in Language Planning, 2(2-3): 231–241. November 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{edwards_ecology_2001,\n\ttitle = {The {Ecology} of {Language} {Revival}},\n\tvolume = {2},\n\tissn = {1466-4208},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/14664200108668025},\n\tdoi = {10.1080/14664200108668025},\n\tabstract = {Language revival is a difficult undertaking, and so new frameworks for understanding and effecting it are always of interest. The adoption of an ecological viewpoint in linguistics has been one of these. Contemporary versions (or visions), however, are unlikely to prove substantial: they are not particularly innovative, nor are their foundations sturdy in all respects. Apart from a brief consideration of language rights – often important constituents of the moral basis of the 'new' ecology – this paper also examines several underlying threads: notions of ecological health and cultural perpetuation, concerns for 'small' and indigenous systems, and disdain for aspects of modernity.},\n\tnumber = {2-3},\n\turldate = {2016-07-17},\n\tjournal = {Current Issues in Language Planning},\n\tauthor = {Edwards, John},\n\tmonth = nov,\n\tyear = {2001},\n\tpages = {231--241},\n}\n\n

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@article{carreira_seeking_2001,\n\ttitle = {Seeking {Explanatory} {Adequacy}: {A} {Dual} {Approach} to {Understanding} the {Term} “{Heritage} {Language} {Learner}” {Maria} {Carreira}, {California} {State} {University}, {Long} {Beach}},\n\tvolume = {2},\n\tissn = {15507076},\n\turl = {http://international.ucla.edu/media/files/Carreira.pdf},\n\tabstract = {In this piece Carreira identifies 4 types of heritage language learners (HLLs) based on the existing literature (for types 1,2, and 3) and on a survey of teachers (type 4): 1. HLL1: Language learning takes place in the context of a community which has 1)strong heritage culture/language identity, 2) limited numbers of speakers of the HL, and 3) is striving to reverse language shift (p. 4). In other words, what makes you a HLL isnt knowing the language; you may be a true beginner in it. What matters is that you feel like a part of the heritage culture and are learning the language because of that. (Example: Native Americans) 2. HLL2: People learning the HL because they are trying to connect with their ethnic/family background but are not active members of a heritage culture community (p. 5). (Examples: African Americans learning an African language, a child of Sicilian immigrants who lost proficiency in Sicilian learning Italian) 3. HLL3: Proficiency-centered definition. Equivalent to Valdéss (2000) definition of HLL, which says they are a) raised in a home where a non-English language is spoken, b) speak or merely understand the heritage language, and c) who are to some degree bilingual in English and the heritage language (Valdés, 2000, cited in p.8). (Example: bilingual U.S. Latinos. The definition works well for this group because so many of them know some Spanish, and that it is part of their experience and identity) 4. HLL4: low-proficiency HLLs, those who do not have the minimum Spanish skills to be in a specially designated SHL course (barring, of course, the exception of schools who offer courses for low-proficiency SHL learners). Because of their language skills, these student often have their identity negated, which is a big concern. Part of Carrieras goal in doing this is to help us distinguish HLLs from L1 learners of the HL, L2 learners of it, and to help distinguish different kinds of HLLs from each other. She recommends that we teach towards the HLL any time we find one in our class and that we teach both Standard and local variants. She offers a focus of instruction for each type of HLL.},\n\tjournal = {Heritage Language Journal},\n\tauthor = {Carreira, Maria},\n\tyear = {2001},\n\tkeywords = {Community Context, Culture, Family background, Hawaii, Heritage language learners, Identity, Indigineous Ethnic, International, Linguistic Proficiency Spanish, Linguistic Review, Linguistic maintenance, Mana, Pedagogical Value, Personal connections, Reverse Language Shift, Student Goals},\n\tpages = {1--25},\n}\n\n

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@inproceedings{brand_language_2001,\n\ttitle = {Language {Revitalization} {Using} {Multimedia}},\n\turl = {http://jan.ucc.nau.edu/ jar/ILAC/ILAC_26.pdf},\n\tabstract = {N/A},\n\tbooktitle = {Indigenous {Languages} {Across} the {Community}},\n\tauthor = {Brand, Peter and Elliott, John and Foster, Ken},\n\tyear = {2001},\n\tkeywords = {Ancient Traditions, British Columbia, Canada, Communication Gap, Cultural Retention, Culture Revitalisation, Digital tools, Education System, Hangarau, International indigenous, Language Retention, Language revitalisation, Multimedia, Mārama Pū / Critical Awareness, Oral histories, Pāpāho, Recirding/Documentation, Saanich People, Sencoten, Technology, Whakarauora},\n}\n\n

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@incollection{schmidt_motivation_2001,\n\ttitle = {{MOTIVATION} , {STRATEGY} {USE} , {AND} {PEDAGOGICAL} {PREFERENCES}},\n\tisbn = {0-8248-2458-X},\n\turl = {http://nflrc.hawaii.edu/PDFs/SCHMIDT Motivation, strategy use, and pedagogical preferences.pdf},\n\tabstract = {This chapter reports the results of a survey of motivation, reported use of language learning strategies, and learner preferences for various kinds of pedagogical activities carried out with 2,089 learners of five different foreign languages (Mandarin Chinese, Filipino [Tagalog], French, Japanese, and Spanish) at the University of Hawai‘i. Questionnaire responses were factor analyzed, and a common factor structure was found for the sample as a whole, consisting of the factors of Value (a belief that studying the language is worthwhile for a wide variety of reasons), Expectancy (a combination of self-confidence, self-assessed aptitude for language learning, and lack of anxiety), Motivational Strength, Competitiveness, and Cooperativeness. The fact that many of these students are studying the language of their ethnic heritage also emerged as a distinct motivational factor. Scales based on the factor analyses were used to analyze similarities and differences among groups of students learning the different target languages, as well as relationships between the various components of motivation and those related to learning strategy use and pedagogical preferences. It was found that motivation does indeed affect strategy use and preferences for different types of classroom activities, but some associations are much stronger than others. The motivational factors of Value, Motivational Strength, and Cooperativeness affect strategy use and pedagogical preferences most strongly, while the Heritage Language factor appears to have little or no influence on these variables. Of the different types of learning strategies, the use of cognitive and metacognitive strategies is most affected by motivation, and among the types of pedagogical preferences that we investigated, approval of challenging activities was most affected by motivation.},\n\tbooktitle = {Motivation and {Second} language {Acquisition}},\n\tauthor = {Schmidt, Richard and Watanabe, Yuichi},\n\tyear = {2001},\n\tpages = {313--359},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Formation of Pakeha Identity in Relation to Te Reo Maori and Te Ao Maori.\n \n \n \n \n\n\n \n Jellie, M.\n\n\n \n\n\n\n Ph.D. Thesis, 2001.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{jellie_formation_2001,\n\ttitle = {The {Formation} of {Pakeha} {Identity} in {Relation} to {Te} {Reo} {Maori} and {Te} {Ao} {Maori}},\n\turl = {http://www.ir.canterbury.ac.nz/bitstream/handle/10092/961/thesis_fulltext.pdf?sequence=1&isAllowed=y},\n\tabstract = {This thesis explores the experiences of European New Zealanders who have learnt te reo Māori and how through their learning they have gained a better understanding of what it means to be Pākehā in New Zealand. This thesis looks at the reasons why European New Zealanders want to learn te reo Māori (chapter 5); experiences from learning te reo Māori and being involved with Māori culture within both te ao Māori and te ao Pākehā are also discussed (chapter 6). The concept of a Pākehā identity, one that involves a relationship with te ao Māori is also examined (chapter 7). The use of the term P ā keh ā by European New Zealanders is a rather recent phenomenon. The thesis endeavours to discover differences between those European New Zealanders who do and do not identify with the term ‘P ākehā ’. Which New Zealanders identify with the erm ‘Pākehā ’, and the examination of who finds the term derogatory is also discussed (chapter 4). Since European contact with Māori, fluency in te reo Māori in New Zealand has dramatically declined. As a background to the research undertaken here, this study also reviews the history of te reo M ā ori since European contact and the revitalisation efforts made by M āori to maintain the language. The exploration of the idea that te reo M ā ori can be the basis of a new national identity that all New Zealanders can share is also discussed (Chapter 2). This chapter also explores the origin and meaning of the term Pākehā , and the creation of popular usage of the term among European New Zealanders.},\n\turldate = {2016-07-17},\n\tauthor = {Jellie, Maria},\n\tyear = {2001},\n}\n\n

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\n \n\n \n \n \n \n \n He Hīnātore ki te Ao Māori. A Glimpse into the Māori world. Māori Perspectives on Justice.\n \n \n \n\n\n \n Ministry of Justice\n\n\n \n\n\n\n Technical Report 2001.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{ministry_of_justice_he_2001,\n\ttitle = {He {Hīnātore} ki te {Ao} {Māori}. {A} {Glimpse} into the {Māori} world. {Māori} {Perspectives} on {Justice}},\n\tauthor = {{Ministry of Justice}},\n\tyear = {2001},\n}\n\n

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@phdthesis{christensen_ko_2001,\n\taddress = {Palmerston North, New Zealand},\n\ttype = {Doctor of {Philosophy}},\n\ttitle = {Ko te whare whakamana : {Māori} language revitalisation},\n\tcopyright = {The Author},\n\tshorttitle = {Ko te whare whakamana},\n\turl = {http://mro.massey.ac.nz/xmlui/handle/10179/2081},\n\tabstract = {Efforts to revitalise the Māori language began in earnest with the establishment in 1981 of the first Kōhanga Reo (Māori language pre-school). Since this time, the growth of Māori medium education has been significant, and has also been complemented with language intitiatives in broadcasting and the public sector, including government departments. Some iwi (tribes), most notably Ngāti Raukawa ki te Tonga have also implemented long term strategic plans to secure the health of the language within the tribe. Theories of language revitalisation, however, highlight the importance of reestablishing the inter-generational transmission of the language within homes, something which until recently has received little attention with regard to Māori language. This thesis backgrounds the position of the Māori language, its linguistic, social, political and economic context for development into the third millenium, and presents a framework for its maintenance and revitalisation. The framework arises from data collected from 1577 participants in the Te Hoe Nuku Roa Baseline Study of Māori households, and interviews conducted with a sub-sample of participants who had identified as having either medium or high fluency in the language. The framework is based on the principles of Mana Māori (Māori control and responsibility), Mana Tangata (personal empowerment), and Tūhonotanga (interconnectedness). The various agents for Māori language revitalisation are identified in the framework, and it is argued that while each agent should focus on revitalisation activities most appropriate to themselves, it is important that activity is linked in some tangible way to the strengthening of Māori language in Māori homes.},\n\tlanguage = {English, Te Reo Māori},\n\turldate = {2016-07-21},\n\tschool = {Massey University},\n\tauthor = {Christensen, Ian},\n\tyear = {2001},\n\tkeywords = {Acquisition, Development Framework, Factors contributing to Māori Language use, Historical decline, International community, Lexical decline, Mana Māori, Māori language corpus, Māori language status, Mārama Pū / Critical Awareness, Nation-Strengthening Phenomenon, Ngā Apititanga, Ngā Tikanga Rangahau, Promoting Māori Language, Retaining essence, Sociolinguistic, Syntactic Change, Te Hoe Nuku Roa, Te Rangahau Reo Whāiti o te Hoe Nuku Roa, Toi te Kupu, Whakarauora Reo, indigenous language, intergenerational transmission},\n}\n\n

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@article{berkley_respecting_2001,\n\ttitle = {Respecting {Maya} {Language} {Revitalization}},\n\tvolume = {12},\n\tissn = {08985898},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0898589801000547},\n\tdoi = {10.1016/S0898-5898(01)00054-7},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2016-07-20},\n\tjournal = {Linguistics and Education},\n\tauthor = {Berkley, Anthony R.},\n\tmonth = sep,\n\tyear = {2001},\n\tkeywords = {Cultural norms and communication, Don Alejandro, Glottal stop, Interlectural education, Linguistic anthropology, Lorena, Maestra Francisca, Negotiated reconfiguration in revitalisation, Spanish primary stress, Teachers, Tsikbal, Turning text into talk, Yucatec Maya language revitalisation, any vowel with a long low tone, any vowel with a rising-falling tone, overlap in conversation turns, targeted form, untranscribable text},\n\tpages = {345--366},\n}\n\n

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@book{network_guidelines_2001,\n\ttitle = {Guidelines for {Strengthening} {Indigenous} {Languages}},\n\turl = {http://www.buildinitiative.org/WhatsNew/ViewArticle/tabid/96/ArticleId/61/Guidelines-for-Strengthening-Indigenous-Languages.aspx},\n\tabstract = {This resource from the Alaska Native Knowledge Network offers guidance on how to authentically and appropriately strengthen heritage language in schools, programs and systems.},\n\tpublisher = {Alaska Native Knowledge Network},\n\tauthor = {Network, Alaska Native Knowledge},\n\tyear = {2001},\n}\n\n

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\n\n\n

@incollection{hinton_language_2001,\n\ttitle = {Language {Revitalization}: {An} {Overview}},\n\tisbn = {0267-1905},\n\tbooktitle = {The {Green} {Book} of {Language} {Revitalization} in {Practice}},\n\tauthor = {Hinton, Leanne},\n\tyear = {2001},\n\tkeywords = {Indigenous languages, immersion schools, language learning methods, language revitalization, language teaching methods, languages without speakers},\n}\n\n

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\n\n\n

@article{christensen_ko_2001-1,\n\ttitle = {Ko te whare whakamana : {Māori} language revitalisation : a thesis presented for the degree of {Doctor} of {Philosophy} in {Māori} {Studies} at {Massey} {University}, {Palmerston} {North}, {New} {Zealand}},\n\tissn = {http://hdl.handle.net/10179/2081},\n\tshorttitle = {Ko te whare whakamana},\n\turl = {http://mro.massey.ac.nz/handle/10179/2081},\n\tabstract = {Efforts to revitalise the Māori language began in earnest with the establishment in 1981 of the first Kōhanga Reo (Māori language pre-school). Since this time, the growth of Māori medium education has been significant, and has also been complemented with language intitiatives in broadcasting and the public sector, including government departments. Some iwi (tribes), most notably Ngāti Raukawa ki te Tonga have also implemented long term strategic plans to secure the health of the language within the tribe. Theories of language revitalisation, however, highlight the importance of reestablishing the inter-generational transmission of the language within homes, something which until recently has received little attention with regard to Māori language. This thesis backgrounds the position of the Māori language, its linguistic, social, political and economic context for development into the third millenium, and presents a framework for its maintenance and revitalisation. The framework arises from data collected from 1577 participants in the Te Hoe Nuku Roa Baseline Study of Māori households, and interviews conducted with a sub-sample of participants who had identified as having either medium or high fluency in the language. The framework is based on the principles of Mana Māori (Māori control and responsibility), Mana Tangata (personal empowerment), and Tūhonotanga (interconnectedness). The various agents for Māori language revitalisation are identified in the framework, and it is argued that while each agent should focus on revitalisation activities most appropriate to themselves, it is important that activity is linked in some tangible way to the strengthening of Māori language in Māori homes.},\n\tlanguage = {en},\n\turldate = {2015-12-09},\n\tauthor = {Christensen, Ian},\n\tyear = {2001},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@phdthesis{christensen_ko_2001,\n\taddress = {Palmerston North, New Zealand},\n\ttitle = {Ko te {Whare} {Whakamana} : {Maori} {Language} {Revitalisation}},\n\turl = {http://mro.massey.ac.nz/xmlui/handle/10179/2081},\n\tabstract = {Efforts to revitalise the Māori language began in earnest with the establishment in 1981 of the first Kōhanga Reo (Māori language pre-school). Since this time, the growth of Māori medium education has been significant, and has also been complemented with language intitiatives in broadcasting and the public sector, including government departments. Some iwi (tribes), most notably Ngāti Raukawa ki te Tonga have also implemented long term strategic plans to secure the health of the language within the tribe. Theories of language revitalisation, however, highlight the importance of reestablishing the inter-generational transmission of the language within homes, something which until recently has received little attention with regard to Māori language. This thesis backgrounds the position of the Māori language, its linguistic, social, political and economic context for development into the third millenium, and presents a framework for its maintenance and revitalisation. The framework arises from data collected from 1577 participants in the Te Hoe Nuku Roa Baseline Study of Māori households, and interviews conducted with a sub-sample of participants who had identified as having either medium or high fluency in the language. The framework is based on the principles of Mana Māori (Māori control and responsibility), Mana Tangata (personal empowerment), and Tūhonotanga (interconnectedness). The various agents for Māori language revitalisation are identified in the framework, and it is argued that while each agent should focus on revitalisation activities most appropriate to themselves, it is important that activity is linked in some tangible way to the strengthening of Māori language in Māori homes.},\n\tlanguage = {Te Reo Māori},\n\tschool = {Massey University},\n\tauthor = {Christensen, Ian},\n\tyear = {2001},\n}\n\n

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@article{amery_language_2001,\n\ttitle = {Language {Planning} and {Language} {Revival}},\n\tvolume = {2},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/14664200108668023},\n\tabstract = {This paper explores the interface between language planning and language revival, based on current efforts to reclaim and reintroduce Kaurna, the language of the Adelaide Plains. This language probably had not been used on a daily basis for the best part of 130 years, until recent efforts in the 1990s to revive it. Using written records, efforts are now being made to piece the language together and to develop a written and spoken language that addresses contemporary needs. Micro language planning is salient in the revival context. Indeed, language planning in this context typically involves individual learners and users of the language, small groups and very small organisations. This paper extends the vision of language planners to include languages hitherto regarded as 'dead' or 'extinct'. Language planning has as much to offer in these situations as it does for major world languages.},\n\tjournal = {Current Issues in Language Planning},\n\tauthor = {Amery, Rob},\n\tyear = {2001},\n\tkeywords = {Adelaide Plains, Contemporary needs, Critical Awareness, Kaurna, Language Planning, Language Revival, Mārama pū, The Unaipon School, University of South Australia, Written language, developing written and spoken language, learners, small organisations, vision of language planners},\n\tpages = {141--221},\n}\n\n

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@article{henry_kaupapa_2001,\n\ttitle = {Kaupapa {Maori}: {Locating} {Indigenous} {Ontology}},\n\tshorttitle = {Kaupapa {Maori}},\n\turl = {http://www.researchgate.net/profile/Ella_Henry/publication/247747167_Kaupapa_Maori_Locating_Indigenous_Ontology_Epistemology_and_Methodology_in_the_Academy/links/552474140cf2caf11bfccda4.pdf},\n\turldate = {2016-01-04},\n\tauthor = {Henry, Ella and Pene, Hone},\n\tyear = {2001},\n}\n\n

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@incollection{lee_reversing_2001,\n\ttitle = {Reversing {Navajo} {Language} {Shift}, {Revisited}},\n\tisbn = {1-85359-493-8 (hbk) 1-85359-492-X (pbk)},\n\tbooktitle = {Can {Threatened} {Languages} be {Saved}?},\n\tauthor = {Lee, T and McLaughlin, D},\n\tyear = {2001},\n}\n\n

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@article{mutu_ko_2001,\n\ttitle = {Ko {Pūwheke} te maunga - {Pūwheke} is the mountain: {Māori} language and {Māori} ethnic identity - reaffirming identity through language revitalisation},\n\tvolume = {6},\n\turl = {http://www.hepukengakorero.com/index.php/HPK/article/view/182/159},\n\tabstract = {For Maori, the correct answer to the question "Who are you?" lies in the pepeha (sayings) of each hapu and iwi throughout the country and their genealogies. The saying of Te Whanau Moana hapu of Karikari in Te Taitokerau is explained as an example. Given that such sayings are always expressed in Maori, the question arises as to how children whose parents and teachers are not good speakers of Maori will fare in terms of identity. Difficulties in the Maori language of teachers and children in kura kaupapa Maori and kohanga reo are identified as grammar related. Solutions are suggested whereby the grammar of second language learners can be improved},\n\tnumber = {2},\n\tjournal = {He Pukenga Kōrero},\n\tauthor = {Mutu, Margaret},\n\tyear = {2001},\n\tpages = {1--8},\n}\n\n

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\n \n 2000\n \n \n (31)\n \n \n

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\n \n\n \n \n \n \n \n The New Zealand biodiversity strategy.\n \n \n \n\n\n \n Zealand, N.\n\n\n \n\n\n\n Dept. of Conservation :, [Wellington, N.Z.] :, 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{zealand_new_2000,\n\taddress = {[Wellington, N.Z.] :},\n\ttitle = {The {New} {Zealand} biodiversity strategy.},\n\tisbn = {978-0-478-21919-7},\n\tpublisher = {Dept. of Conservation :},\n\tauthor = {Zealand, New},\n\tyear = {2000},\n}\n\n

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\n \n\n \n \n \n \n \n Timatanui : the experience of a whanau group at Te Waananga-O-Aotearoa (a bicultural research project).\n \n \n \n\n\n \n Open Polytechnic of New Zealand., W.; and Taurima\n\n\n \n\n\n\n Open Polytechnic of New Zealand,, [Lower Hutt, N.Z.] :, 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{open_polytechnic_of_new_zealand._timatanui_2000,\n\taddress = {[Lower Hutt, N.Z.] :},\n\ttitle = {Timatanui : the experience of a whanau group at {Te} {Waananga}-{O}-{Aotearoa} (a bicultural research project)},\n\tisbn = {978-0-909009-27-4},\n\tshorttitle = {Timatanui},\n\tpublisher = {Open Polytechnic of New Zealand,},\n\tauthor = {Open Polytechnic of New Zealand., Wayne. and {Taurima}},\n\tyear = {2000},\n}\n\n

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\n \n\n \n \n \n \n \n \n Historical and theoretical perspectives in language policy and planning.\n \n \n \n \n\n\n \n Ricento, T.\n\n\n \n\n\n\n Journal of Sociolinguistics, May 2000: 196–213. 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Historical$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{ricento_historical_2000,\n\ttitle = {Historical and theoretical perspectives in language policy and planning},\n\tvolume = {May 2000},\n\tissn = {1360-6441},\n\turl = {http://onlinelibrary.wiley.com/wol1/doi/10.1111/1467-9481.00111/full},\n\tdoi = {DOI: 10.1111/1467-9481.00111},\n\tabstract = {This paper explores the evolution of language policy and planning (LPP) as an area of research from the end of World War II to the present day. Based on analysis of the LPP literature, three types of factors are identified as having been instrumental in shaping the field. These factors – macro sociopolitical, epistemological, and strategic – individually and interactively have influenced the kinds of questions asked, methodologies adopted, and goals aspired to in LPP research. Research in LPP is divided into three historical phases: (1) decolonization, structuralism, and pragmatism; (2) the failure of modernization, critical sociolinguistics, and access; and (3) the new world order, postmodernism, and linguistic human rights. The article concludes with a discussion of current research trends and areas requiring further investigation.},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Ricento, Thomas},\n\tyear = {2000},\n\tkeywords = {Epistemology, Language Planning, Language Policy, critical social theory, intellectual history, language ecology},\n\tpages = {196--213},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Planning for the “Other Jewish Languages” in Israel: An Agenda for the Beginning of the 21st Century.\n \n \n \n \n\n\n \n Fishman, J. a.\n\n\n \n\n\n\n Language Problems and Language Planning, 24(3): 215–231. 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{fishman_language_2000,\n\ttitle = {Language {Planning} for the “{Other} {Jewish} {Languages}” in {Israel}: {An} {Agenda} for the {Beginning} of the 21st {Century}},\n\tvolume = {24},\n\tissn = {0272-2690},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/lplp.24.3.02fis},\n\tdoi = {10.1075/lplp.24.3.02fis},\n\tnumber = {3},\n\tjournal = {Language Problems and Language Planning},\n\tauthor = {Fishman, Joshua a.},\n\tyear = {2000},\n\tpages = {215--231},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Ideologies and Heritage Language Education.\n \n \n \n \n\n\n \n King, K. a.\n\n\n \n\n\n\n International Journal of Bilingual Education and Bilingualism, 3(3): 167–184. September 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{king_language_2000,\n\ttitle = {Language {Ideologies} and {Heritage} {Language} {Education}},\n\tvolume = {3},\n\tissn = {1367-0050},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050008667705},\n\tdoi = {10.1080/13670050008667705},\n\tnumber = {3},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {King, Kendall a.},\n\tmonth = sep,\n\tyear = {2000},\n\tpages = {167--184},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Reo Maori: The Past 20 Years and Looking Forward.\n \n \n \n \n\n\n \n Reedy, T.\n\n\n \n\n\n\n Oceanic Linguistics, 39(1): 157–168. 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{reedy_te_2000,\n\ttitle = {Te {Reo} {Maori}: {The} {Past} 20 {Years} and {Looking} {Forward}},\n\tvolume = {39},\n\tissn = {1527-9421},\n\turl = {http://muse.jhu.edu/content/crossref/journals/oceanic_linguistics/v039/39.1reedy.pdf},\n\tdoi = {10.1353/ol.2000.0009},\n\tnumber = {1},\n\tjournal = {Oceanic Linguistics},\n\tauthor = {Reedy, Tamati},\n\tyear = {2000},\n\tpages = {157--168},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Language Revitalization in Navajo/English Dual Language Classrooms.\n \n \n \n\n\n \n Goodluck, M. A.; Lockard, L.; and Yazzie, D.\n\n\n \n\n\n\n In Learn in Beauty. Indigenous Education for a New Century. 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{goodluck_language_2000,\n\ttitle = {Language {Revitalization} in {Navajo}/{English} {Dual} {Language} {Classrooms}},\n\tisbn = {0-9670554-1-5},\n\tbooktitle = {Learn in {Beauty}. {Indigenous} {Education} for a {New} {Century}},\n\tauthor = {Goodluck, Mary Ann and Lockard, Louise and Yazzie, Darlene},\n\tyear = {2000},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n \n Maori education: Revolution and transformative action.\n \n \n \n \n\n\n \n Smith, G. H.\n\n\n \n\n\n\n Canadian Journal of Native Education, 24(1): 57. 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Maori$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{smith_maori_2000,\n\ttitle = {Maori education: {Revolution} and transformative action},\n\tvolume = {24},\n\tshorttitle = {Maori education},\n\turl = {http://search.proquest.com/openview/3b6c22c4e95d08a36095451e8e58162e/1?pq-origsite=gscholar},\n\tabstract = {Describes alternative educational innovations at all educational levels, developed by the Maori of New Zealand in response to the dual crises of educational underachievement and the loss of language, knowledge, and culture. Major intervention elements are validating cultural identity, incorporating culturally preferred pedagogy, mediating socioeconomic and home difficulties, emphasizing collectivity rather than individuality, and a shared vision and philosophy.},\n\tnumber = {1},\n\turldate = {2015-12-22},\n\tjournal = {Canadian Journal of Native Education},\n\tauthor = {Smith, Graham Hingangaroa},\n\tyear = {2000},\n\tpages = {57},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n Influence of Peer Effects on Learning Outcomes: A Review of the Literature.\n \n \n \n \n\n\n \n Wilkinson, I. A.; Hattie, J. A.; Parr, J. M.; Townsend, M. A.; Fung, I.; Ussher, C.; Thrupp, M.; Lauder, H.; and Robinson, T.\n\n\n \n\n\n\n . 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Influence$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{wilkinson_influence_2000,\n\ttitle = {Influence of {Peer} {Effects} on {Learning} {Outcomes}: {A} {Review} of the {Literature}.},\n\tshorttitle = {Influence of {Peer} {Effects} on {Learning} {Outcomes}},\n\turl = {http://eric.ed.gov/?id=ED478708},\n\tabstract = {This report presents a literature review and conceptual model summarizing the influence of peer effects on learning outcomes. The report describes the approach to the review and provides a theoretical account of the environments, mechanisms, and processes that mediate learning among peers. It then summarizes the literature on compositional effects at each level of school organization–groups, class, and school–and suggests how these effects might implicate peers by making connections to the theoretical account of peer-mediated learning. Next, the report makes linkages across different levels of inquiry in order to develop a conceptual model of peer influences on learning. A multi-layer model is proposed, with effects propagating from school-level influences to class-level influences to group-level influences to ambient and configured environments for learning among peers. It is proposed that the bulk of the effects are indirect; hence, peer effects "look" smaller the further one moves away from the instructional coalface because they are mediate by intervening layers. It is noted that there may also be reciprocal effects whereby peers influence teachers and school organization and management, although the magnitude of these effects is undetermined. In concert with the three layers of influence, it is argued that family resources have greater effects at uppers layers and smaller effects at the lower layers; conversely, curriculum and teaching resources have greater effects at lower layers and smaller effects at upper layers. Home and school supports for learning carry the lion's share of the weight in predicting student learning outcomes, whereas peer effects, as currently constituted, carry much less weight. Finally, the report describes four instructional approaches that utilize peer resources to maximize learning. These models demonstrate additional ways of capitalizing on peer effects beyond altering student composition},\n\turldate = {2015-12-17},\n\tauthor = {Wilkinson, Ian AG and Hattie, John A. and Parr, Judy M. and Townsend, Michael AR and Fung, Irene and Ussher, Charlotte and Thrupp, Martin and Lauder, Hugh and Robinson, Tony},\n\tyear = {2000},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Te Reo Māori: The Past 20 Years and Looking Forward.\n \n \n \n \n\n\n \n Reedy, T.\n\n\n \n\n\n\n Oceanic Linguistics, 39(1): 157–169. 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@article{reedy_te_2000,\n\ttitle = {Te {Reo} {Māori}: {The} {Past} 20 {Years} and {Looking} {Forward}},\n\tvolume = {39},\n\tissn = {0029-8115},\n\tshorttitle = {Te {Reo} {Māori}},\n\turl = {http://www.jstor.org/stable/3623221},\n\tdoi = {10.2307/3623221},\n\tabstract = {This paper outlines the current population situation of Māori in Aotearoa/New Zealand as a brackdrop to the developments of the Māori language revitalization efforts over the past two decades, and then traverses some issues that will affect the language as it moves into the new millennium.},\n\tnumber = {1},\n\turldate = {2015-12-21},\n\tjournal = {Oceanic Linguistics},\n\tauthor = {Reedy, Tamati},\n\tyear = {2000},\n\tkeywords = {Maori (New Zealand People)–Population, Maori Language–New Zealand–History},\n\tpages = {157--169},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Maori Pedagogies: A View from the Literature.\n \n \n \n \n\n\n \n Hemara, W.\n\n\n \n\n\n\n ERIC, 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Maori$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{hemara_maori_2000,\n\ttitle = {Maori {Pedagogies}: {A} {View} from the {Literature}.},\n\tshorttitle = {Maori {Pedagogies}},\n\turl = {http://eric.ed.gov/?id=ED448892},\n\tabstract = {During the last decade the New Zealand government and its education, health, and welfare sectors have increasingly focused their attention on gaps between Māori, non-Māori, and Māori failure within the education sector and society generally. This has created a sense of despair and sometimes panic among Maori and Pakeha (non-Maori) educationists and commentators. However, it has taken a long time for those who work within the system to appreciate that the way in which education services are delivered may have "failure" written into their outcomes. This review of traditional and contemporary Maori pedagogies from a wide range of records and publications explores traditional teaching, learning, and child rearing practices and how they apply within the European context. The literature reveals that when the Maori made first landfall, they already practiced a range of pedagogies and curricula, including: students and teachers at the center of the educative process, life-long intergenerational learning, gradual learning from a familiar starting point, recognition and encouragement of giftedness, and learning and teaching conducted from the students' strengths. Maori contact with the Western European education system has been characterized by tension; the encounters of two different world views and ways of operating were sometimes contradictory: Maori appreciation of literacy helped achieve new ways of communication and information gathering; Pakeha (and some Maori) considered Maori failure within the European system to be the fault of Maori opposition, indifference, willfulness and limited capacities; Maori (and some Pakeha) suspected that European education was a tool of the colonial enterprise and that the education on offer was irrelevant and poorly delivered; Pakeha disapproved of Maori child-rearing and educational practices; Maori disapproved of the type of discipline meted out by Pakeha teachers. The review suggests that the current focus on gaps between Maori and non-Maori performance is perceived in the context of what the dominant community deems is, and is not, important, and that perhaps focusing instead on gaps between Maori aspirations and achievements would be more appropriate. The ways in which Maori educated themselves and their young appear to be applicable today, and many of the hallmarks of Maori education proved that traditional values and operating standards can be translated into contemporary contexts},\n\turldate = {2016-01-31},\n\tpublisher = {ERIC},\n\tauthor = {Hemara, Wharehuia},\n\tyear = {2000},\n}\n\n

\n\n\n

\n During the last decade the New Zealand government and its education, health, and welfare sectors have increasingly focused their attention on gaps between Māori, non-Māori, and Māori failure within the education sector and society generally. This has created a sense of despair and sometimes panic among Maori and Pakeha (non-Maori) educationists and commentators. However, it has taken a long time for those who work within the system to appreciate that the way in which education services are delivered may have \"failure\" written into their outcomes. This review of traditional and contemporary Maori pedagogies from a wide range of records and publications explores traditional teaching, learning, and child rearing practices and how they apply within the European context. The literature reveals that when the Maori made first landfall, they already practiced a range of pedagogies and curricula, including: students and teachers at the center of the educative process, life-long intergenerational learning, gradual learning from a familiar starting point, recognition and encouragement of giftedness, and learning and teaching conducted from the students' strengths. Maori contact with the Western European education system has been characterized by tension; the encounters of two different world views and ways of operating were sometimes contradictory: Maori appreciation of literacy helped achieve new ways of communication and information gathering; Pakeha (and some Maori) considered Maori failure within the European system to be the fault of Maori opposition, indifference, willfulness and limited capacities; Maori (and some Pakeha) suspected that European education was a tool of the colonial enterprise and that the education on offer was irrelevant and poorly delivered; Pakeha disapproved of Maori child-rearing and educational practices; Maori disapproved of the type of discipline meted out by Pakeha teachers. The review suggests that the current focus on gaps between Maori and non-Maori performance is perceived in the context of what the dominant community deems is, and is not, important, and that perhaps focusing instead on gaps between Maori aspirations and achievements would be more appropriate. The ways in which Maori educated themselves and their young appear to be applicable today, and many of the hallmarks of Maori education proved that traditional values and operating standards can be translated into contemporary contexts\n

\n\n\n

\n \n\n \n \n \n \n \n \n He Taonga, Te Mokopuna.\n \n \n \n \n\n\n \n Tangaere, A. R.\n\n\n \n\n\n\n Childrenz Issues: Journal of the Children's Issues Centre, 4(1): 21. 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{tangaere_he_2000,\n\ttitle = {He {Taonga}, {Te} {Mokopuna}},\n\tvolume = {4},\n\tissn = {1174-0477},\n\turl = {http://search.informit.com.au/documentSummary;dn=458743159590049;res=IELFSC},\n\tabstract = {The experiences of a kohanga parent about the Kohanga reo movement are presented. The movement is based on the four corner stones of immersion in te reo Maori, whanau decision-making, management and responsibility, accountability, health and well-being of the mokopuna and the whanau. Te Kohanga Reo movement is born out of the concern that the kaumatua had for the survival of the Maori language and is addressing the 'multi' needs of the whanau. It requires being visionary and thinking outside of the circle, holding on to the values of the past. It also needs ensuring that the movement is at the forefront of whanau development and requires moving a people.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Childrenz Issues: Journal of the Children's Issues Centre},\n\tauthor = {Tangaere, Arapera Royal},\n\tyear = {2000},\n\tkeywords = {Kōhanga Reo, Maori (New Zealand people)–Education, Maori (New Zealand people)–Social life and customs, Maori language–Study and teaching, Preschool Education},\n\tpages = {21},\n}\n\n

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\n \n\n \n \n \n \n \n \n Indigenous language rights and political theory: The case of Te Reo Māori.\n \n \n \n \n\n\n \n Perrett, R. W.\n\n\n \n\n\n\n Australasian Journal of Philosophy, 78(3): 405–417. September 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Indigenous$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{perrett_indigenous_2000,\n\ttitle = {Indigenous language rights and political theory: {The} case of {Te} {Reo} {Māori}},\n\tvolume = {78},\n\tissn = {0004-8402},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/00048400012349681},\n\tdoi = {10.1080/00048400012349681},\n\tnumber = {3},\n\tjournal = {Australasian Journal of Philosophy},\n\tauthor = {Perrett, Roy W.},\n\tmonth = sep,\n\tyear = {2000},\n\tpages = {405--417},\n}\n\n

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\n \n\n \n \n \n \n \n \n Towards 2030 AD (2) Māori Language Regeneration Strategies, Government, People.\n \n \n \n \n\n\n \n Hohepa, P.\n\n\n \n\n\n\n He Pukenga Kōrero, 5(2): 10–15. 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Towards$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hohepa_towards_2000,\n\ttitle = {Towards 2030 {AD} (2) {Māori} {Language} {Regeneration} {Strategies}, {Government}, {People}},\n\tvolume = {5},\n\turl = {http://www.hepukengakorero.com/index.php/HPK/article/view/165},\n\tabstract = {The use of an ancient proverb as the title of the conference is apt. Language, mana, and land are the inseparable elements for us who are Maori in terms of whakapapa. Language is the first element and my focus is on language. This is the second of three position papers written on behalf of Te Taura Whiri i te Reo Maori. The first was delivered at the University of Auckland where I discussed the terms we use such as "extinct", "endangered" and "active", which did not accurately reflect the fact that languages can be raised from supposed extinction. All that was needed was a desire among people to whom the language belonged. I thought "dormant", "active", "dangerous" -like volcanoes, were more relevant to us. Kaitahu, I pointed out, was in a dormant stage, and was being activated. I also spoke about the need for bilingualism as a necessity for this country. Most of the wodd's people are bilingual or multilingual; only the majority peoples from Europe in New Zealand, Australia, United States and Canada except Quebec, are monolingual. Being bilingual and multilingual is the norm today; monolingualism is abnormal. For this paper I have prepared data concerning Te Taura Whiri i te Reo Maori and some of its strategies for Maori language regeneration. The Commission has been in existence for 15 years now. The Commission was the child of the 1985 Maori Summit Conference (Hui Taumata) and government. For 14 years the Commissioner held a full-time position. Commissioners also participated in paid employment in intensive one week courses for teachers and also for fluent students, designed to improve the quality of Maori language. Government changed these rules and shifted the goalposts in 1999 and this resulted in my predecessor and most of his Commission members resigning, reducing the Commission to one member, Dr Miria Simpson. At the same time, 7 of the 9 staff workers of the Commission resigned reducing staff to 2 members. The Minister of Maori Affairs of 1999 appointed one of his staff as temporary office manager},\n\tnumber = {2},\n\tjournal = {He Pukenga Kōrero},\n\tauthor = {Hohepa, Pat},\n\tyear = {2000},\n\tpages = {10--15},\n}\n\n

\n\n\n

\n The use of an ancient proverb as the title of the conference is apt. Language, mana, and land are the inseparable elements for us who are Maori in terms of whakapapa. Language is the first element and my focus is on language. This is the second of three position papers written on behalf of Te Taura Whiri i te Reo Maori. The first was delivered at the University of Auckland where I discussed the terms we use such as \"extinct\", \"endangered\" and \"active\", which did not accurately reflect the fact that languages can be raised from supposed extinction. All that was needed was a desire among people to whom the language belonged. I thought \"dormant\", \"active\", \"dangerous\" -like volcanoes, were more relevant to us. Kaitahu, I pointed out, was in a dormant stage, and was being activated. I also spoke about the need for bilingualism as a necessity for this country. Most of the wodd's people are bilingual or multilingual; only the majority peoples from Europe in New Zealand, Australia, United States and Canada except Quebec, are monolingual. Being bilingual and multilingual is the norm today; monolingualism is abnormal. For this paper I have prepared data concerning Te Taura Whiri i te Reo Maori and some of its strategies for Maori language regeneration. The Commission has been in existence for 15 years now. The Commission was the child of the 1985 Maori Summit Conference (Hui Taumata) and government. For 14 years the Commissioner held a full-time position. Commissioners also participated in paid employment in intensive one week courses for teachers and also for fluent students, designed to improve the quality of Maori language. Government changed these rules and shifted the goalposts in 1999 and this resulted in my predecessor and most of his Commission members resigning, reducing the Commission to one member, Dr Miria Simpson. At the same time, 7 of the 9 staff workers of the Commission resigned reducing staff to 2 members. The Minister of Maori Affairs of 1999 appointed one of his staff as temporary office manager\n

\n\n\n

\n \n\n \n \n \n \n \n Mari C. Jones, Language obsolescence and revitalization: Linguistic change in two sociolinguistically contrasting Welsh communities. (Oxford studies in language contact.) Oxford: Clarendon; New York: Oxford University Press, 1998. Pp. x, 452.\n \n \n \n\n\n \n Trosset, C.\n\n\n \n\n\n\n Volume 29 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{trosset_mari_2000,\n\ttitle = {Mari {C}. {Jones}, {Language} obsolescence and revitalization: {Linguistic} change in two sociolinguistically contrasting {Welsh} communities. ({Oxford} studies in language contact.) {Oxford}: {Clarendon}; {New} {York}: {Oxford} {University} {Press}, 1998. {Pp}. x, 452.},\n\tvolume = {29},\n\tabstract = {The question of assimilation itself makes sense only in the context of a general acceptance of the idea that language is principally a matter of public policy, some- thing that pertains centrally to the political domain, and which rests on the as- sumption that the state deals with something resembling nations which define themselves at least in part in terms of language. Both of these are interesting ideas, and their role in Canada deserves to be discussed. Why do we so readily enter the terrain of language in order to discuss issues which might better be understood as political and economic conflicts? Why do we so readily assume that the state is the appropriate interlocutor, that public policy is the best or right way to undertake those discussions? Why do we assume that Canada is about nations at all? Several authors in this collection - Philippe Barbaud, Raymond Mougeon, J.K. Chambers, and Gary Caldwell in particular, in their discussions of the history of French- and English-speaking groups - point to the complex his- tory of language contact in Canada, and to the multiple ties that link Canadians to groups elsewhere. In some respects, one might argue that Canada is a good ex- ample of a postmodern state avant la lettre, in which people develop and exploit multiple identities. But public discourse has worked to suppress this dimension of language in Canada, and it seems that much of our intellectual life has been devoted to supporting that suppression},\n\tnumber = {2},\n\tauthor = {Trosset, Carol},\n\tyear = {2000},\n}\n\n

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\n \n\n \n \n \n \n \n \n A Frisian Update of Reversing Language Shift.\n \n \n \n \n\n\n \n Gorter, D\n\n\n \n\n\n\n In Frisian Language Update, pages 215–233. 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{gorter_frisian_2000,\n\ttitle = {A {Frisian} {Update} of {Reversing} {Language} {Shift}},\n\turl = {https://pure.knaw.nl/ws/files/488686/20895.pdf},\n\tabstract = {The general meeting of the Provincial Council of Friesland on 24 April 1985 was an important milestone for language policy for the Frisian language. On that day the politicians adopted the conclusions and recommendations of the language planning report ‘Fan Geunst nei Rjocht’ (From favour to right), a title significant of the message they wanted to get across. The Frisian provincial representatives were well aware that their acceptance of this report was going against the views of the central state government. The vote symbolised the wide divergence on the development of a language policy for Frisian as a minority language (Van Dijk, 1987). As a solution to the ensuing deadlock – in good Dutch tradition – a compromise was worked out between both layers of government. It took shape in the form of a covenant. However, that document was only going to be signed after four years of long and tedious negotiations. Then, on top of all that, the highest court in the Netherlands rejected the heart of the covenant within a year, when it found the provisions for translations of official documents not applicable. Although there were no provisions on official language use in the system of laws, the court ruled that Dutch had to be taken for granted as the only language of all administrative affairs, until a law specifically would declare otherwise. In retrospect, the debate in April 1985 demarcates the end point of a process, which began in the mid-1960s, of increased political priority for language matters. In the 1990s issues surrounding the promotion of the Frisian language have gradually become less of a priority and are more and more incorporated into the daily business of ‘doing politics’},\n\tbooktitle = {Frisian {Language} {Update}},\n\tauthor = {Gorter, D},\n\tyear = {2000},\n\tpages = {215--233},\n}\n\n

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\n \n\n \n \n \n \n \n \n Teacher stress? An analysis of why teachers leave and why they stay.\n \n \n \n \n\n\n \n Wilhelm, K.; Dewhurst-Savellis, J.; and Parker, G.\n\n\n \n\n\n\n Teachers and Teaching: theory and practice, 6(3): 291–304. 2000.\n \n\n\n\n
\n\n\n\n \n \n $\"Teacher$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{wilhelm_teacher_2000,\n\ttitle = {Teacher stress? {An} analysis of why teachers leave and why they stay},\n\tvolume = {6},\n\tshorttitle = {Teacher stress?},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/713698734},\n\tabstract = {In 1978, teacher trainees who were undertaking a postgraduate teaching diploma at the Sydney Teachers' College were invited to participate in a longitudinal study, and 156 of the original 170 cohort subjects have provided full data on work, social networks and patterns of illness, and completed self-report measures at 5-yearly intervals since 1978. Cohort subjects were divided into 'teaching' groups (those whom stayed teaching) and 'not teaching' groups (those whom left). Results indicate that the majority of the 'not teaching' group left within the first 5 years of teaching, with self-rated social desirability predicting teacher retention in 1983. Those who were still teaching in 1993 were younger and had a more positive view of teaching prior to commencement in 1978, as evidenced by preference to remain in teaching, seeing it as more enjoyable and greater exposure to a positive role model. The cohort seemed to have preconceived ideas about teaching prior to entering into the classroom and these ideas influenced their decision; however, there is still a need to consider personality style when assessing reasons for teacher retention.},\n\tnumber = {3},\n\turldate = {2016-02-01},\n\tjournal = {Teachers and Teaching: theory and practice},\n\tauthor = {Wilhelm, Kay and Dewhurst-Savellis, Jodie and Parker, Gordon},\n\tyear = {2000},\n\tpages = {291--304},\n}\n\n

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@article{fishman_language_2000,\n\ttitle = {Language {Planning} for the “{Other} {Jewish} {Languages}” in {Israel}: {An} {Agenda} for the {Beginning} of the 21st {Century}},\n\tvolume = {24},\n\tissn = {0272-2690},\n\turl = {http://www.jbe-platform.com/content/journals/10.1075/lplp.24.3.02fis},\n\tdoi = {10.1075/lplp.24.3.02fis},\n\tnumber = {3},\n\tjournal = {Language Problems and Language Planning},\n\tauthor = {Fishman, Joshua a.},\n\tyear = {2000},\n\tpages = {215--231},\n}\n\n

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@article{king_language_2000,\n\ttitle = {Language {Ideologies} and {Heritage} {Language} {Education}},\n\tvolume = {3},\n\tissn = {1367-0050},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/13670050008667705},\n\tdoi = {10.1080/13670050008667705},\n\tnumber = {3},\n\tjournal = {International Journal of Bilingual Education and Bilingualism},\n\tauthor = {King, Kendall a.},\n\tmonth = sep,\n\tyear = {2000},\n\tpages = {167--184},\n}\n\n

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@article{reedy_te_2000,\n\ttitle = {Te {Reo} {Maori}: {The} {Past} 20 {Years} and {Looking} {Forward}},\n\tvolume = {39},\n\tissn = {1527-9421},\n\turl = {http://muse.jhu.edu/content/crossref/journals/oceanic_linguistics/v039/39.1reedy.pdf},\n\tdoi = {10.1353/ol.2000.0009},\n\tnumber = {1},\n\tjournal = {Oceanic Linguistics},\n\tauthor = {Reedy, Tamati},\n\tyear = {2000},\n\tpages = {157--168},\n}\n\n

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@incollection{goodluck_language_2000,\n\ttitle = {Language {Revitalization} in {Navajo}/{English} {Dual} {Language} {Classrooms}},\n\tisbn = {0-9670554-1-5},\n\tbooktitle = {Learn in {Beauty}. {Indigenous} {Education} for a {New} {Century}},\n\tauthor = {Goodluck, Mary Ann and Lockard, Louise and Yazzie, Darlene},\n\tyear = {2000},\n}\n\n

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@article{smith_maori_2000,\n\ttitle = {Maori education: {Revolution} and transformative action},\n\tvolume = {24},\n\tshorttitle = {Maori education},\n\turl = {http://search.proquest.com/openview/3b6c22c4e95d08a36095451e8e58162e/1?pq-origsite=gscholar},\n\tabstract = {Describes alternative educational innovations at all educational levels, developed by the Maori of New Zealand in response to the dual crises of educational underachievement and the loss of language, knowledge, and culture. Major intervention elements are validating cultural identity, incorporating culturally preferred pedagogy, mediating socioeconomic and home difficulties, emphasizing collectivity rather than individuality, and a shared vision and philosophy.},\n\tnumber = {1},\n\turldate = {2015-12-22},\n\tjournal = {Canadian Journal of Native Education},\n\tauthor = {Smith, Graham Hingangaroa},\n\tyear = {2000},\n\tpages = {57},\n}\n\n

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\n \n\n \n \n \n \n \n Historical and theoretical perspectives in language policy and planning.\n \n \n \n\n\n \n Ricento, T.\n\n\n \n\n\n\n Journal of Sociolinguistics. 2000.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{ricento_historical_2000,\n\ttitle = {Historical and theoretical perspectives in language policy and planning},\n\tissn = {1360-6441},\n\tdoi = {DOI: 10.1111/1467-9481.00111},\n\tjournal = {Journal of Sociolinguistics},\n\tauthor = {Ricento, Thomas},\n\tyear = {2000},\n\tkeywords = {Epistemology, Language Planning, Language Policy, critical social theory, intellectual history, language ecology},\n}\n\n

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@article{wilkinson_influence_2000,\n\ttitle = {Influence of {Peer} {Effects} on {Learning} {Outcomes}: {A} {Review} of the {Literature}.},\n\tshorttitle = {Influence of {Peer} {Effects} on {Learning} {Outcomes}},\n\turl = {http://eric.ed.gov/?id=ED478708},\n\tabstract = {This report presents a literature review and conceptual model summarizing the influence of peer effects on learning outcomes. The report describes the approach to the review and provides a theoretical account of the environments, mechanisms, and processes that mediate learning among peers. It then summarizes the literature on compositional effects at each level of school organization–groups, class, and school–and suggests how these effects might implicate peers by making connections to the theoretical account of peer-mediated learning. Next, the report makes linkages across different levels of inquiry in order to develop a conceptual model of peer influences on learning. A multi-layer model is proposed, with effects propagating from school-level influences to class-level influences to group-level influences to ambient and configured environments for learning among peers. It is proposed that the bulk of the effects are indirect; hence, peer effects "look" smaller the further one moves away from the instructional coalface because they are mediate by intervening layers. It is noted that there may also be reciprocal effects whereby peers influence teachers and school organization and management, although the magnitude of these effects is undetermined. In concert with the three layers of influence, it is argued that family resources have greater effects at uppers layers and smaller effects at the lower layers; conversely, curriculum and teaching resources have greater effects at lower layers and smaller effects at upper layers. Home and school supports for learning carry the lion's share of the weight in predicting student learning outcomes, whereas peer effects, as currently constituted, carry much less weight. Finally, the report describes four instructional approaches that utilize peer resources to maximize learning. These models demonstrate additional ways of capitalizing on peer effects beyond altering student composition},\n\turldate = {2015-12-17},\n\tauthor = {Wilkinson, Ian AG and Hattie, John A. and Parr, Judy M. and Townsend, Michael AR and Fung, Irene and Ussher, Charlotte and Thrupp, Martin and Lauder, Hugh and Robinson, Tony},\n\tyear = {2000},\n}\n\n

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@article{reedy_te_2000,\n\ttitle = {Te {Reo} {Māori}: {The} {Past} 20 {Years} and {Looking} {Forward}},\n\tvolume = {39},\n\tissn = {0029-8115},\n\tshorttitle = {Te {Reo} {Māori}},\n\turl = {http://www.jstor.org/stable/3623221},\n\tdoi = {10.2307/3623221},\n\tabstract = {This paper outlines the current population situation of Māori in Aotearoa/New Zealand as a brackdrop to the developments of the Māori language revitalization efforts over the past two decades, and then traverses some issues that will affect the language as it moves into the new millennium.},\n\tnumber = {1},\n\turldate = {2015-12-21},\n\tjournal = {Oceanic Linguistics},\n\tauthor = {Reedy, Tamati},\n\tyear = {2000},\n\tkeywords = {Maori (New Zealand People)–Population, Maori Language–New Zealand–History},\n\tpages = {157--169},\n}\n\n

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@book{hemara_maori_2000,\n\ttitle = {Maori {Pedagogies}: {A} {View} from the {Literature}.},\n\tshorttitle = {Maori {Pedagogies}},\n\turl = {http://eric.ed.gov/?id=ED448892},\n\tabstract = {During the last decade the New Zealand government and its education, health, and welfare sectors have increasingly focused their attention on gaps between Māori, non-Māori, and Māori failure within the education sector and society generally. This has created a sense of despair and sometimes panic among Maori and Pakeha (non-Maori) educationists and commentators. However, it has taken a long time for those who work within the system to appreciate that the way in which education services are delivered may have "failure" written into their outcomes. This review of traditional and contemporary Maori pedagogies from a wide range of records and publications explores traditional teaching, learning, and child rearing practices and how they apply within the European context. The literature reveals that when the Maori made first landfall, they already practiced a range of pedagogies and curricula, including: students and teachers at the center of the educative process, life-long intergenerational learning, gradual learning from a familiar starting point, recognition and encouragement of giftedness, and learning and teaching conducted from the students' strengths. Maori contact with the Western European education system has been characterized by tension; the encounters of two different world views and ways of operating were sometimes contradictory: Maori appreciation of literacy helped achieve new ways of communication and information gathering; Pakeha (and some Maori) considered Maori failure within the European system to be the fault of Maori opposition, indifference, willfulness and limited capacities; Maori (and some Pakeha) suspected that European education was a tool of the colonial enterprise and that the education on offer was irrelevant and poorly delivered; Pakeha disapproved of Maori child-rearing and educational practices; Maori disapproved of the type of discipline meted out by Pakeha teachers. The review suggests that the current focus on gaps between Maori and non-Maori performance is perceived in the context of what the dominant community deems is, and is not, important, and that perhaps focusing instead on gaps between Maori aspirations and achievements would be more appropriate. The ways in which Maori educated themselves and their young appear to be applicable today, and many of the hallmarks of Maori education proved that traditional values and operating standards can be translated into contemporary contexts},\n\turldate = {2016-01-31},\n\tpublisher = {ERIC},\n\tauthor = {Hemara, Wharehuia},\n\tyear = {2000},\n}\n\n

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\n \n\n \n \n \n \n \n He Taonga, Te Mokopuna.\n \n \n \n\n\n \n Tangaere, A. R.\n\n\n \n\n\n\n Childrenz Issues: Journal of the Children's Issues Centre, 4(1): 21. 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{tangaere_he_2000,\n\ttitle = {He {Taonga}, {Te} {Mokopuna}},\n\tvolume = {4},\n\tissn = {1174-0477},\n\tabstract = {The experiences of a kohanga parent about the Kohanga reo movement are presented. The movement is based on the four corner stones of immersion in te reo Maori, whanau decision-making, management and responsibility, accountability, health and well-being of the mokopuna and the whanau. Te Kohanga Reo movement is born out of the concern that the kaumatua had for the survival of the Maori language and is addressing the 'multi' needs of the whanau. It requires being visionary and thinking outside of the circle, holding on to the values of the past. It also needs ensuring that the movement is at the forefront of whanau development and requires moving a people.},\n\tlanguage = {eng},\n\tnumber = {1},\n\tjournal = {Childrenz Issues: Journal of the Children's Issues Centre},\n\tauthor = {Tangaere, Arapera Royal},\n\tyear = {2000},\n\tkeywords = {Ko¯hanga reo, Maori (New Zealand people)–Education, Maori (New Zealand people)–Social life and customs, Maori language–Study and teaching},\n\tpages = {21},\n}\n\n

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@article{perrett_indigenous_2000,\n\ttitle = {Indigenous language rights and political theory: {The} case of {Te} {Reo} {Māori}},\n\tvolume = {78},\n\tissn = {0004-8402},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/00048400012349681},\n\tdoi = {10.1080/00048400012349681},\n\tnumber = {3},\n\tjournal = {Australasian Journal of Philosophy},\n\tauthor = {Perrett, Roy W.},\n\tmonth = sep,\n\tyear = {2000},\n\tpages = {405--417},\n}\n\n

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@article{hohepa_towards_2000,\n\ttitle = {Towards 2030 {AD} (2) {Māori} {Language} {Regeneration} {Strategies}, {Government}, {People}},\n\tvolume = {5},\n\turl = {http://www.hepukengakorero.com/index.php/HPK/article/view/165},\n\tabstract = {The use of an ancient proverb as the title of the conference is apt. Language, mana, and land are the inseparable elements for us who are Maori in terms of whakapapa. Language is the first element and my focus is on language. This is the second of three position papers written on behalf of Te Taura Whiri i te Reo Maori. The first was delivered at the University of Auckland where I discussed the terms we use such as "extinct", "endangered" and "active", which did not accurately reflect the fact that languages can be raised from supposed extinction. All that was needed was a desire among people to whom the language belonged. I thought "dormant", "active", "dangerous" -like volcanoes, were more relevant to us. Kaitahu, I pointed out, was in a dormant stage, and was being activated. I also spoke about the need for bilingualism as a necessity for this country. Most of the wodd's people are bilingual or multilingual; only the majority peoples from Europe in New Zealand, Australia, United States and Canada except Quebec, are monolingual. Being bilingual and multilingual is the norm today; monolingualism is abnormal. For this paper I have prepared data concerning Te Taura Whiri i te Reo Maori and some of its strategies for Maori language regeneration. The Commission has been in existence for 15 years now. The Commission was the child of the 1985 Maori Summit Conference (Hui Taumata) and government. For 14 years the Commissioner held a full-time position. Commissioners also participated in paid employment in intensive one week courses for teachers and also for fluent students, designed to improve the quality of Maori language. Government changed these rules and shifted the goalposts in 1999 and this resulted in my predecessor and most of his Commission members resigning, reducing the Commission to one member, Dr Miria Simpson. At the same time, 7 of the 9 staff workers of the Commission resigned reducing staff to 2 members. The Minister of Maori Affairs of 1999 appointed one of his staff as temporary office manager},\n\tnumber = {2},\n\tjournal = {He Pukenga Kōrero},\n\tauthor = {Hohepa, Pat},\n\tyear = {2000},\n\tpages = {10--15},\n}\n\n

\n\n\n

@book{trosset_mari_2000,\n\ttitle = {Mari {C}. {Jones}, {Language} obsolescence and revitalization: {Linguistic} change in two sociolinguistically contrasting {Welsh} communities. ({Oxford} studies in language contact.) {Oxford}: {Clarendon}; {New} {York}: {Oxford} {University} {Press}, 1998. {Pp}. x, 452.},\n\tvolume = {29},\n\tabstract = {The question of assimilation itself makes sense only in the context of a general acceptance of the idea that language is principally a matter of public policy, some- thing that pertains centrally to the political domain, and which rests on the as- sumption that the state deals with something resembling nations which define themselves at least in part in terms of language. Both of these are interesting ideas, and their role in Canada deserves to be discussed. Why do we so readily enter the terrain of language in order to discuss issues which might better be understood as political and economic conflicts? Why do we so readily assume that the state is the appropriate interlocutor, that public policy is the best or right way to undertake those discussions? Why do we assume that Canada is about nations at all? Several authors in this collection - Philippe Barbaud, Raymond Mougeon, J.K. Chambers, and Gary Caldwell in particular, in their discussions of the history of French- and English-speaking groups - point to the complex his- tory of language contact in Canada, and to the multiple ties that link Canadians to groups elsewhere. In some respects, one might argue that Canada is a good ex- ample of a postmodern state avant la lettre, in which people develop and exploit multiple identities. But public discourse has worked to suppress this dimension of language in Canada, and it seems that much of our intellectual life has been devoted to supporting that suppression},\n\tnumber = {2},\n\tauthor = {Trosset, Carol},\n\tyear = {2000},\n}\n\n

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\n \n\n \n \n \n \n \n A Frisian Update of Reversing.\n \n \n \n\n\n \n Gorter, D\n\n\n \n\n\n\n , (June): 215–233. 2000.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{gorter_frisian_2000,\n\ttitle = {A {Frisian} {Update} of {Reversing}},\n\tnumber = {June},\n\tauthor = {Gorter, D},\n\tyear = {2000},\n\tpages = {215--233},\n}\n\n

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\n \n 1999\n \n \n (28)\n \n \n

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\n \n\n \n \n \n \n \n Maori language revitalisation - Final report.\n \n \n \n\n\n \n Benton, N.; and Benton, R. A.\n\n\n \n\n\n\n Ngaruwahia, 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{benton_maori_1999,\n\taddress = {Ngaruwahia},\n\ttitle = {Maori language revitalisation - {Final} report},\n\tabstract = {Report to the Māori Development Education Commission},\n\tauthor = {Benton, Nena and Benton, Richard A.},\n\tyear = {1999},\n}\n\n

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\n \n\n \n \n \n \n \n Revitalizing Indigenous Languages.\n \n \n \n\n\n \n Reyhner, J.; Cantoni, G.; Clair, R. N; and Yazzie, E. P.\n\n\n \n\n\n\n 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{reyhner_revitalizing_1999,\n\ttitle = {Revitalizing {Indigenous} {Languages}},\n\tisbn = {0-9670554-0-7},\n\tauthor = {Reyhner, Jon and Cantoni, Gina and Clair, Robert N and Yazzie, Evangeline Parsons},\n\tyear = {1999},\n\tkeywords = {Indigenous, Languages, endangered},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Revitalisation Policy: An Analytical Survey, Theoretical Framework, Policy Experience and Application to Te Reo Maori.\n \n \n \n \n\n\n \n Grin, F.; and Vaillancourt, F.\n\n\n \n\n\n\n Technical Report 98/06, New Zealand Treasury, 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@techreport{grin_language_1999,\n\ttitle = {Language {Revitalisation} {Policy}: {An} {Analytical} {Survey}, {Theoretical} {Framework}, {Policy} {Experience} and {Application} to {Te} {Reo} {Maori}},\n\tshorttitle = {Language {Revitalisation} {Policy}},\n\turl = {https://ideas.repec.org/p/nzt/nztwps/98-06.html OR http://www.treasury.govt.nz/publications/research-policy/wp/1998/98-06/twp98-06.pdf},\n\tabstract = {PART I develops an analytical framework where language policy is viewed as a form of public policy. The framework is based on the economic approach to language and language planning, with a strong inter-disciplinary orientation. PART II reviews policy experience. Four revitalisation policies are examined (two in Wales, one in Euskadi, one in Ireland). Its goal is to assess the cost and effectiveness of these policies, and to identify conditions that have made them successful. PART III builds on the framework and findings for Parts I and II to derive implications for the revitalisation of te reo Māori.},\n\tnumber = {98/06},\n\turldate = {2015-12-09},\n\tinstitution = {New Zealand Treasury},\n\tauthor = {Grin, Francois and Vaillancourt, Francois},\n\tyear = {1999},\n\tkeywords = {Language Planning},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Revitalisation Processes and Prospects: Quichua in the Ecuadorian Andes.\n \n \n \n \n\n\n \n King, K. a.\n\n\n \n\n\n\n Language and Education, 13(1): 17–37. January 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{king_language_1999,\n\ttitle = {Language {Revitalisation} {Processes} and {Prospects}: {Quichua} in the {Ecuadorian} {Andes}},\n\tvolume = {13},\n\tissn = {0950-0782},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/09500789908666757},\n\tdoi = {10.1080/09500789908666757},\n\tnumber = {1},\n\tjournal = {Language and Education},\n\tauthor = {King, Kendall a.},\n\tmonth = jan,\n\tyear = {1999},\n\tpages = {17--37},\n}\n\n

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\n \n\n \n \n \n \n \n \n Introduction Authenticity and Identity : Lessons from Indigenous Language Education.\n \n \n \n \n\n\n \n Henze, R.; and Davis, K. A\n\n\n \n\n\n\n Anthropology & Education Quarterly, 30(1): 3–21. 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Introduction$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{henze_introduction_1999,\n\ttitle = {Introduction {Authenticity} and {Identity} : {Lessons} from {Indigenous} {Language} {Education}},\n\tvolume = {30},\n\tissn = {01617761},\n\turl = {http://www.jstor.org/discover/10.2307/3195978?uid=3738776&uid=2&uid=4&sid=21104138472067},\n\tdoi = {10.1525/aeq.1999.30.1.3},\n\tabstract = {This essay introduces this theme issue, which examines how notions of identity and authenticity are defined and negotiated in different contexts of indigenous language education in Alaska, California, Hawai'i, and the Solomon Islands. The introductory article situates these case studies within the larger context of other language/culture-minority groups who are attempting to maintain or revitalize their heritage languages, language varieties, and cultural practices through educational endeavors.},\n\tnumber = {1},\n\tjournal = {Anthropology \\& Education Quarterly},\n\tauthor = {Henze, Rosemary and Davis, Kathryn A},\n\tyear = {1999},\n\tpages = {3--21},\n}\n\n

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\n \n\n \n \n \n \n \n \n Indigenous community-based education.\n \n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n Volume 11 Multilingual Matters, 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Indigenous$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{may_indigenous_1999,\n\ttitle = {Indigenous community-based education},\n\tvolume = {11},\n\turl = {https://books.google.co.nz/books?hl=en&lr=&id=WmUSPSLxlPQC&oi=fnd&pg=PA1&dq=long-term+impact+of+maori+immersion+education+on+language+revitalisation&ots=G7ecGE4Y9u&sig=7ASWoGmRkCYCEIMVqoqPwHFE5tw},\n\tabstract = {This volume aims to highlight, promote and extend the understanding of indigenous community-based education. Indigenous community-based education has developed in recent years as a response to the long historical colonisation, subjugation and marginalisation of indigenous peoples. It is predicted on, and framed within the wider principle of self-determination - a principle which is being articulated increasingly by indigenous peoples and their supporters, in both national and international arenas (see May, this volume). A key concern within these wider claims to self-determination is the retention and promotion of indigenous languages and cultures, given that such languages and cultures have often been emasculated (some would say, eviscerated) as a result of the process of colonisation.},\n\tnumber = {3},\n\turldate = {2015-12-21},\n\tpublisher = {Multilingual Matters},\n\tauthor = {May, Stephen},\n\tyear = {1999},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Revitalization and Identity in Social Context: A Community-Based Athabascan Language Preservation Project in Western Interior Alaska.\n \n \n \n \n\n\n \n Dementi-Leonard, B.; and Gilmore, P.\n\n\n \n\n\n\n Anthropology & Education Quarterly, 30(1): 37–55. 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{dementi-leonard_language_1999,\n\ttitle = {Language {Revitalization} and {Identity} in {Social} {Context}: {A} {Community}-{Based} {Athabascan} {Language} {Preservation} {Project} in {Western} {Interior} {Alaska}},\n\tvolume = {30},\n\tissn = {01617761},\n\turl = {https://www.academia.edu/3852474/Language_Revitalization_and_Identity_in_Social_Context_A_Community-Based_Athabascan_Language_Preservation_Project_in_Western_Interior_Alaska},\n\tdoi = {10.1525/aeq.1999.30.1.37},\n\tabstract = {This study documents a language planning effort funded by an Administration for Native Americans Grant to the Tanana Chiefs Conference, a regional nonprofit tribal organization. The language revitalization project focuses on western interior Alaska and encompasses five traditional Athabascan languages with few remaining speakers. Project discussions included options for language planning, training activities, and educational program and materials develop- ment that would enhance language survival. Three dominant project themes are identified and discussed. They are (1) critique and resistance, (2) self-determi- nation and activism, and (3) collaboration and leadership},\n\tnumber = {1},\n\tjournal = {Anthropology \\& Education Quarterly},\n\tauthor = {Dementi-Leonard, Beth and Gilmore, Perry},\n\tyear = {1999},\n\tkeywords = {Alaska, Community, Community based Athabascan, Educational activity, Language Planning, Language Preservation Project, Language Status, Native Americans, language revitalization},\n\tpages = {37--55},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n The issue of “authenticity” in California language restoration.\n \n \n \n \n\n\n \n Hinton, L; and Ahlers, J\n\n\n \n\n\n\n Anthropology & education quarterly, 30(1): 56–67. 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hinton_issue_1999,\n\ttitle = {The issue of “authenticity” in {California} language restoration},\n\tvolume = {30},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1525/aeq.1999.30.1.56/abstract},\n\tnumber = {1},\n\tjournal = {Anthropology \\& education quarterly},\n\tauthor = {Hinton, L and Ahlers, J},\n\tyear = {1999},\n\tpages = {56--67},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language policy and the loss of Tungusic languages.\n \n \n \n \n\n\n \n Grenoble, L. a; and Whaley, L. J\n\n\n \n\n\n\n Language & Communication, 19(4): 373–386. October 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{grenoble_language_1999,\n\ttitle = {Language policy and the loss of {Tungusic} languages},\n\tvolume = {19},\n\tissn = {02715309},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0271530999000117},\n\tdoi = {10.1016/S0271-5309(99)00011-7},\n\tnumber = {4},\n\tjournal = {Language \\& Communication},\n\tauthor = {Grenoble, Lenore a and Whaley, Lindsay J},\n\tmonth = oct,\n\tyear = {1999},\n\tkeywords = {Literacy, chinese language policy, evenki, language loss, oroqen, soviet language policy},\n\tpages = {373--386},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Aboriginal Language Program Planning Workbook.\n \n \n \n \n\n\n \n Kavanagh, B.\n\n\n \n\n\n\n Technical Report 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{kavanagh_aboriginal_1999,\n\ttitle = {The {Aboriginal} {Language} {Program} {Planning} {Workbook}.},\n\tcopyright = {Unsure of log in},\n\turl = {http://www.fnesc.ca/publications/pdf/language%20workbook2.pdf},\n\tabstract = {This workbook has been prepared by the First Nations Education Steering Committee (FNESC) as a companion to the Handbook for Aboriginal Language Program Planning in British Columbia , written by Dr. Marianne Ignace. The response to that Handbook was overwhelmingly positive, and many people have requested a workbook that can be used to implement the ideas it contains. This workbook is meant to be used in conjunction with the Aboriginal Language Program Planning Handbook , to facilitate group discussions and activities related to the development and implementation of a language program. The content of the workbook is based upon the information outlined by Marianne Ignace. While we hope that this workbook is helpful, we stress that it is intended as an aid to planning a language program; it is not meant to be an absolute guide to Aboriginal language program planning. Please feel free to use and adapt the parts of this workbook that you find appropriate, and com- bine the ideas outlined in this workbook with any other re- sources and materials you find useful. We wish you all the best with your important efforts to maintain and revitalize your languages.},\n\turldate = {2016-07-17},\n\tauthor = {Kavanagh, Barbara},\n\tyear = {1999},\n\tkeywords = {Aboriginal languages, Certifying and Training Teachers, Curiculum, Formal Language Planning, Identifying Language resources in community, Implementing Immersion Programs, Integration, Kounga, Language Authority, Language Planning, Public School System, Reconstructing, Reversing language shift, Revitalize, Set goals for Language, intergenerational transmission},\n\tpages = {109},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Matatupu : Maori language policies and plans : guidelines to assist public service departments.\n \n \n \n\n\n \n New Zealand. Te Puni Kōkiri\n\n\n \n\n\n\n Te Puni Kokiri, 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._te_puni_kokiri_matatupu_1999,\n\ttitle = {Matatupu : {Maori} language policies and plans : guidelines to assist public service departments.},\n\tshorttitle = {Matatupu},\n\tabstract = {\\$\\$C general\\_note\\$\\$V Content, apart from the foreword, is chiefly the same as: Matatupu : how to develop your Maori language policies and plans. Wellington, N.Z. : Te Puni Kokiri, 1999., \\$\\$C general\\_note\\$\\$V "To assist public service departments in taking part in the Government's Maori language Strategy"–Foreword., \\$\\$C languages\\_note\\$\\$V In English with some Maori.},\n\tlanguage = {eng},\n\tpublisher = {Te Puni Kokiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {1999},\n\tkeywords = {Language maintenance New Zealand., Language policy New Zealand., Maori language., Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Matatupu : how to develop your Maori language policies and plans.\n \n \n \n\n\n \n New Zealand. Te Puni Kōkiri\n\n\n \n\n\n\n Te Puni Kokiri, 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._te_puni_kokiri_matatupu_1999,\n\ttitle = {Matatupu : how to develop your {Maori} language policies and plans.},\n\tshorttitle = {Matatupu},\n\tabstract = {This publication is intended to provide accurate and adequate information on the matters contained herein and every effort has been made to ensure its accuracy. However, it has been written, edited and published and made available to all persons and entities strictly on the basis that its authors and publishers are fully excluded from any liability or responsibility by all or any of them in any way to any person or entity for anything done or omitted to be done by any person or entity in reliance, whether totally or partially, on the contents of this publication for any purpose whatsoever.},\n\tlanguage = {eng},\n\tpublisher = {Te Puni Kokiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {1999},\n\tkeywords = {Language maintenance New Zealand., Language policy New Zealand., Maori language., Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Generating Natural Language Summaries from Multiple On-Line Sources: Language Reuse and Regeneration information, highlighting agreements and contradictions among sources on the same topic. We have developed novel techniques and algorithms for combining data from multiple sources at the conceptual level (using natural language understanding), for identifying new information on a given topic; and for presenting the information in natural language form to the user. We named the framework that we have developed for these problems language reuse and regeneration (LRR). Its novelty lies in the ability to produce text by collating together text already written by humans on the Web. The main features of LRR are: increased robustness through a simplified parsing/generation component, leverage on text already written by humans, and facilities for the inclusion of structured data in computer-generated text. The present thesis contains an introduction to LRR and its use in multidocument summarization. We have paid special attention to the techniques for producing conceptual su.\n \n \n \n \n\n\n \n Radev, D. R.\n\n\n \n\n\n\n Ph.D. Thesis, 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Generating$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{radev_generating_1999,\n\ttitle = {Generating {Natural} {Language} {Summaries} from {Multiple} {On}-{Line} {Sources}: {Language} {Reuse} and {Regeneration} information, highlighting agreements and contradictions among sources on the same topic. {We} have developed novel techniques and algorithms for combining data from multiple sources at the conceptual level (using natural language understanding), for identifying new information on a given topic; and for presenting the information in natural language form to the user. {We} named the framework that we have developed for these problems language reuse and regeneration ({LRR}). {Its} novelty lies in the ability to produce text by collating together text already written by humans on the {Web}. {The} main features of {LRR} are: increased robustness through a simplified parsing/generation component, leverage on text already written by humans, and facilities for the inclusion of structured data in computer-generated text. {The} present thesis contains an introduction to {LRR} and its use in multidocument summarization. {We} have paid special attention to the techniques for producing conceptual su.},\n\turl = {http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.35.4577},\n\tauthor = {Radev, Dragomir Radkov},\n\tyear = {1999},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Endangered Languages: Language Loss and Community Response Lenore A. Grenoble, Lindsay J. Whaley.\n \n \n \n \n\n\n \n Grenoble, L. A.\n\n\n \n\n\n\n 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Endangered$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{grenoble_endangered_1999,\n\ttitle = {Endangered {Languages}: {Language} {Loss} and {Community} {Response} {Lenore} {A}. {Grenoble}, {Lindsay} {J}. {Whaley}},\n\tcopyright = {Book can be purchased},\n\turl = {http://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/endangered-languages-language-loss-and-community-response},\n\tabstract = {The theme of this book is "the phenomenon of language death, and how various communities have responded and are responding to it" (p. vii). The book is organized in four parts: part 1, "General Issues"; part 2, "Language-Community Responses"; part 3, "What Is Lost: Language Diversity"; part 4, "Mechanisms of Language Loss." The phenomenon of language death is directly dealt with in part 2 with the dis- cussion of Tlingit, Haida, and Tsimshian of Southeast Alaska (Dauenhauer and Dauenhauer), Mayan-speaking communities in Guatemala (England), and Mohawk language instruction in Quebec (Jacobs). The academic community's responses take several different, yet interrelated, forms. A call for a new set of training strategies for future linguists and fieldworkers is presented in the context of South American language situations (Grinevald). Chapters in part 3 delineate what will be lost when lan- guages are reduced in their varieties and number. All of the authors (Mithun, Hale, Jocks, and Woodbury) emphasize the academic professionals' responsibility for doc- umenting endangered languages. The book offers something useful to everyone- scholars, educators, and language practitioners alike. Examples in these chapters are drawn from a number of different languages from North America, Africa, and Aus- tralia; however, the majority of the articles focus on the Americas. I would like to see another volume of the same caliber covering more diverse regions of the world and representing both "community" and "academic professionals' responses" to the situation of language endangermen},\n\tauthor = {Grenoble, Lenore A.},\n\tyear = {1999},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Kuleana: The Right, Responsibility, and Authority of Indigenous Peoples to Speak and Make Decisions for Themselves in Language and Cultural Revitalization.\n \n \n \n \n\n\n \n Warner, S. L. N.\n\n\n \n\n\n\n Anthropology \\textbackslashtextlesshtml_ent glyph=\"@amp;\" ascii=\"&\"/\\textbackslashtextgreater Education Quarterly, 30(1): 68–93. March 1999.\n \n\n\n\n
\n\n\n\n \n \n $\"Kuleana:$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{warner_kuleana:_1999,\n\ttitle = {Kuleana: {The} {Right}, {Responsibility}, and {Authority} of {Indigenous} {Peoples} to {Speak} and {Make} {Decisions} for {Themselves} in {Language} and {Cultural} {Revitalization}},\n\tvolume = {30},\n\tissn = {0161-7761},\n\turl = {http://doi.wiley.com/10.1525/aeq.1999.30.1.68},\n\tdoi = {10.1525/aeq.1999.30.1.68},\n\tnumber = {1},\n\tjournal = {Anthropology {\\textbackslash}textbackslashtextlesshtml\\_ent glyph="@amp;" ascii="\\&"/{\\textbackslash}textbackslashtextgreater Education Quarterly},\n\tauthor = {Warner, Sam L. No'eau},\n\tmonth = mar,\n\tyear = {1999},\n\tpages = {68--93},\n}\n\n

\n\n\n\n

\n\n\n

@book{reyhner_revitalizing_1999,\n\ttitle = {Revitalizing {Indigenous} {Languages}},\n\tisbn = {0-9670554-0-7},\n\tauthor = {Reyhner, Jon and Cantoni, Gina and Clair, Robert N and Yazzie, Evangeline Parsons},\n\tyear = {1999},\n\tkeywords = {Indigenous, Languages, endangered},\n}\n\n

\n\n\n\n

\n\n\n

@techreport{grin_language_1999,\n\ttitle = {Language {Revitalisation} {Policy}: {An} {Analytical} {Survey}, {Theoretical} {Framework}, {Policy} {Experience} and {Application} to {Te} {Reo} {Maori}},\n\tshorttitle = {Language {Revitalisation} {Policy}},\n\turl = {https://ideas.repec.org/p/nzt/nztwps/98-06.html OR http://www.treasury.govt.nz/publications/research-policy/wp/1998/98-06/twp98-06.pdf},\n\tabstract = {PART I develops an analytical framework where language policy is viewed as a form of public policy. The framework is based on the economic approach to language and language planning, with a strong inter-disciplinary orientation. PART II reviews policy experience. Four revitalisation policies are examined (two in Wales, one in Euskadi, one in Ireland). Its goal is to assess the cost and effectiveness of these policies, and to identify conditions that have made them successful. PART III builds on the framework and findings for Parts I and II to derive implications for the revitalisation of te reo Māori.},\n\tnumber = {98/06},\n\turldate = {2015-12-09},\n\tinstitution = {New Zealand Treasury},\n\tauthor = {Grin, Francois and Vaillancourt, Francois},\n\tyear = {1999},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{king_language_1999,\n\ttitle = {Language {Revitalisation} {Processes} and {Prospects}: {Quichua} in the {Ecuadorian} {Andes}},\n\tvolume = {13},\n\tissn = {0950-0782},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/09500789908666757},\n\tdoi = {10.1080/09500789908666757},\n\tnumber = {1},\n\tjournal = {Language and Education},\n\tauthor = {King, Kendall a.},\n\tmonth = jan,\n\tyear = {1999},\n\tpages = {17--37},\n}\n\n

\n\n\n\n

\n\n\n

@article{henze_introduction_1999,\n\ttitle = {Introduction {Authenticity} and {Identity} : {Lessons} from {Indigenous} {Language} {Education}},\n\tvolume = {30},\n\tissn = {01617761},\n\turl = {http://www.jstor.org/discover/10.2307/3195978?uid=3738776&uid=2&uid=4&sid=21104138472067},\n\tdoi = {10.1525/aeq.1999.30.1.3},\n\tabstract = {This essay introduces this theme issue, which examines how notions of identity and authenticity are defined and negotiated in different contexts of indigenous language education in Alaska, California, Hawai'i, and the Solomon Islands. The introductory article situates these case studies within the larger context of other language/culture-minority groups who are attempting to maintain or revitalize their heritage languages, language varieties, and cultural practices through educational endeavors.},\n\tnumber = {1},\n\tjournal = {Anthropology \\& Education Quarterly},\n\tauthor = {Henze, Rosemary and Davis, Kathryn A},\n\tyear = {1999},\n\tpages = {3--21},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{may_indigenous_1999,\n\ttitle = {Indigenous community-based education},\n\tvolume = {11},\n\turl = {https://books.google.co.nz/books?hl=en&lr=&id=WmUSPSLxlPQC&oi=fnd&pg=PA1&dq=long-term+impact+of+maori+immersion+education+on+language+revitalisation&ots=G7ecGE4Y9u&sig=7ASWoGmRkCYCEIMVqoqPwHFE5tw},\n\tabstract = {This volume aims to highlight, promote and extend the understanding of indigenous community-based education. Indigenous community-based education has developed in recent years as a response to the long historical colonisation, subjugation and marginalisation of indigenous peoples. It is predicted on, and framed within the wider principle of self-determination - a principle which is being articulated increasingly by indigenous peoples and their supporters, in both national and international arenas (see May, this volume). A key concern within these wider claims to self-determination is the retention and promotion of indigenous languages and cultures, given that such languages and cultures have often been emasculated (some would say, eviscerated) as a result of the process of colonisation.},\n\tnumber = {3},\n\turldate = {2015-12-21},\n\tpublisher = {Multilingual Matters},\n\tauthor = {May, Stephen},\n\tyear = {1999},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{dementi-leonard_language_1999,\n\ttitle = {Language {Revitalization} and {Identity} in {Social} {Context}: {A} {Community}-{Based} {Athabascan} {Language} {Preservation} {Project} in {Western} {Interior} {Alaska}},\n\tvolume = {30},\n\tissn = {01617761},\n\turl = {https://www.academia.edu/3852474/Language_Revitalization_and_Identity_in_Social_Context_A_Community-Based_Athabascan_Language_Preservation_Project_in_Western_Interior_Alaska},\n\tdoi = {10.1525/aeq.1999.30.1.37},\n\tabstract = {This study documents a language planning effort funded by an Administration for Native Americans Grant to the Tanana Chiefs Conference, a regional nonprofit tribal organization. The language revitalization project focuses on western interior Alaska and encompasses five traditional Athabascan languages with few remaining speakers. Project discussions included options for language planning, training activities, and educational program and materials develop- ment that would enhance language survival. Three dominant project themes are identified and discussed. They are (1) critique and resistance, (2) self-determi- nation and activism, and (3) collaboration and leadership},\n\tnumber = {1},\n\tjournal = {Anthropology \\& Education Quarterly},\n\tauthor = {Dementi-Leonard, Beth and Gilmore, Perry},\n\tyear = {1999},\n\tkeywords = {Alaska, Community, Community based Athabascan, Educational activity, Language Planning, Language Preservation Project, Language Status, Native Americans, language revitalization},\n\tpages = {37--55},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{hinton_issue_1999,\n\ttitle = {The issue of “authenticity” in {California} language restoration},\n\tvolume = {30},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1525/aeq.1999.30.1.56/abstract},\n\tnumber = {1},\n\tjournal = {Anthropology \\& education quarterly},\n\tauthor = {Hinton, L and Ahlers, J},\n\tyear = {1999},\n\tpages = {56--67},\n}\n\n

\n\n\n\n

\n\n\n

@article{grenoble_language_1999,\n\ttitle = {Language policy and the loss of {Tungusic} languages},\n\tvolume = {19},\n\tissn = {02715309},\n\turl = {http://linkinghub.elsevier.com/retrieve/pii/S0271530999000117},\n\tdoi = {10.1016/S0271-5309(99)00011-7},\n\tnumber = {4},\n\tjournal = {Language \\& Communication},\n\tauthor = {Grenoble, Lenore a and Whaley, Lindsay J},\n\tmonth = oct,\n\tyear = {1999},\n\tkeywords = {Literacy, chinese language policy, evenki, language loss, oroqen, soviet language policy},\n\tpages = {373--386},\n}\n\n

\n\n\n\n

\n\n\n

@techreport{kavanagh_aboriginal_1999,\n\ttitle = {The {Aboriginal} {Language} {Program} {Planning} {Workbook}.},\n\turl = {http://www.fnesc.ca/publications/pdf/language%20workbook2.pdf},\n\tabstract = {This workbook has been prepared by the First Nations Education Steering Committee (FNESC) as a companion to the Handbook for Aboriginal Language Program Planning in British Columbia , written by Dr. Marianne Ignace. The response to that Handbook was overwhelmingly positive, and many people have requested a workbook that can be used to implement the ideas it contains. This workbook is meant to be used in conjunction with the Aboriginal Language Program Planning Handbook , to facilitate group discussions and activities related to the development and implementation of a language program. The content of the workbook is based upon the information outlined by Marianne Ignace. While we hope that this workbook is helpful, we stress that it is intended as an aid to planning a language program; it is not meant to be an absolute guide to Aboriginal language program planning. Please feel free to use and adapt the parts of this workbook that you find appropriate, and com- bine the ideas outlined in this workbook with any other re- sources and materials you find useful. We wish you all the best with your important efforts to maintain and revitalize your languages.},\n\turldate = {2016-07-17},\n\tauthor = {Kavanagh, Barbara},\n\tyear = {1999},\n\tkeywords = {Aboriginal languages, Language Planning},\n\tpages = {109},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{new_zealand._te_puni_kokiri_matatupu_1999,\n\ttitle = {Matatupu : {Maori} language policies and plans : guidelines to assist public service departments.},\n\tshorttitle = {Matatupu},\n\tabstract = {\\$\\$C general\\_note\\$\\$V Content, apart from the foreword, is chiefly the same as: Matatupu : how to develop your Maori language policies and plans. Wellington, N.Z. : Te Puni Kokiri, 1999., \\$\\$C general\\_note\\$\\$V "To assist public service departments in taking part in the Government's Maori language Strategy"–Foreword., \\$\\$C languages\\_note\\$\\$V In English with some Maori.},\n\tlanguage = {eng},\n\tpublisher = {Te Puni Kokiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {1999},\n\tkeywords = {Language maintenance New Zealand., Language policy New Zealand., Maori language., Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{new_zealand._te_puni_kokiri_matatupu_1999,\n\ttitle = {Matatupu : how to develop your {Maori} language policies and plans.},\n\tshorttitle = {Matatupu},\n\tabstract = {This publication is intended to provide accurate and adequate information on the matters contained herein and every effort has been made to ensure its accuracy. However, it has been written, edited and published and made available to all persons and entities strictly on the basis that its authors and publishers are fully excluded from any liability or responsibility by all or any of them in any way to any person or entity for anything done or omitted to be done by any person or entity in reliance, whether totally or partially, on the contents of this publication for any purpose whatsoever.},\n\tlanguage = {eng},\n\tpublisher = {Te Puni Kokiri},\n\tauthor = {{New Zealand. Te Puni Kōkiri}},\n\tyear = {1999},\n\tkeywords = {Language maintenance New Zealand., Language policy New Zealand., Maori language., Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@phdthesis{radev_generating_1999,\n\ttitle = {Generating {Natural} {Language} {Summaries} from {Multiple} {On}-{Line} {Sources}: {Language} {Reuse} and {Regeneration} information, highlighting agreements and contradictions among sources on the same topic. {We} have developed novel techniques and algorithms for combining data from multiple sources at the conceptual level (using natural language understanding), for identifying new information on a given topic; and for presenting the information in natural language form to the user. {We} named the framework that we have developed for these problems language reuse and regeneration ({LRR}). {Its} novelty lies in the ability to produce text by collating together text already written by humans on the {Web}. {The} main features of {LRR} are: increased robustness through a simplified parsing/generation component, leverage on text already written by humans, and facilities for the inclusion of structured data in computer-generated text. {The} present thesis contains an introduction to {LRR} and its use in multidocument summarization. {We} have paid special attention to the techniques for producing conceptual su.},\n\turl = {http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.35.4577},\n\tauthor = {Radev, Dragomir Radkov},\n\tyear = {1999},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Book Review:Endangered Languages: Language Loss and Community Response Lenore A. Grenoble, Lindsay J. Whaley.\n \n \n \n\n\n \n Yamamoto, A. Y\n\n\n \n\n\n\n Volume 65 1999.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{yamamoto_book_1999,\n\ttitle = {Book {Review}:{Endangered} {Languages}: {Language} {Loss} and {Community} {Response} {Lenore} {A}. {Grenoble}, {Lindsay} {J}. {Whaley}},\n\tvolume = {65},\n\tabstract = {The theme of this book is "the phenomenon of language death, and how various communities have responded and are responding to it" (p. vii). The book is organized in four parts: part 1, "General Issues"; part 2, "Language-Community Responses"; part 3, "What Is Lost: Language Diversity"; part 4, "Mechanisms of Language Loss." The phenomenon of language death is directly dealt with in part 2 with the dis- cussion of Tlingit, Haida, and Tsimshian of Southeast Alaska (Dauenhauer and Dauenhauer), Mayan-speaking communities in Guatemala (England), and Mohawk language instruction in Quebec (Jacobs). The academic community's responses take several different, yet interrelated, forms. A call for a new set of training strategies for future linguists and fieldworkers is presented in the context of South American language situations (Grinevald). Chapters in part 3 delineate what will be lost when lan- guages are reduced in their varieties and number. All of the authors (Mithun, Hale, Jocks, and Woodbury) emphasize the academic professionals' responsibility for doc- umenting endangered languages. The book offers something useful to everyone- scholars, educators, and language practitioners alike. Examples in these chapters are drawn from a number of different languages from North America, Africa, and Aus- tralia; however, the majority of the articles focus on the Americas. I would like to see another volume of the same caliber covering more diverse regions of the world and representing both "community" and "academic professionals' responses" to the situation of language endangermen},\n\tnumber = {2},\n\tauthor = {Yamamoto, Akira Y},\n\tyear = {1999},\n}\n\n

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\n \n 1998\n \n \n (27)\n \n \n

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\n \n\n \n \n \n \n \n New Zealand : the rough guide.\n \n \n \n\n\n \n Rough Guides (Firm), L.; and Harper\n\n\n \n\n\n\n Rough Guides ;, London :, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{rough_guides_firm_new_1998,\n\taddress = {London :},\n\ttitle = {New {Zealand} : the rough guide},\n\tisbn = {978-1-85828-233-6},\n\tshorttitle = {New {Zealand}},\n\tpublisher = {Rough Guides ;},\n\tauthor = {Rough Guides (Firm), Laura. and Harper},\n\tyear = {1998},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Bilingualism among indigenous peoples and other minority groups.\n \n \n \n\n\n \n Sami Education Council., T. S.; and Kāretu\n\n\n \n\n\n\n Sami Education Council,, Stockholm :, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{sami_education_council._bilingualism_1998,\n\taddress = {Stockholm :},\n\ttitle = {Bilingualism among indigenous peoples and other minority groups.},\n\tisbn = {978-82-91047-81-2},\n\tpublisher = {Sami Education Council,},\n\tauthor = {Sami Education Council., T. S. and {Kāretu}},\n\tyear = {1998},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Discussion manual on lesser-used languages.\n \n \n \n\n\n \n European Bureau for Lesser-Used Languages., J.; and Bañeres\n\n\n \n\n\n\n European Bureau for Lesser Used-Languages. Brussels Information Centre,, Brussels :, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{european_bureau_for_lesser-used_languages._discussion_1998,\n\taddress = {Brussels :},\n\ttitle = {Discussion manual on lesser-used languages},\n\tisbn = {978-90-74851-59-6},\n\tpublisher = {European Bureau for Lesser Used-Languages. Brussels Information Centre,},\n\tauthor = {European Bureau for Lesser-Used Languages., Jordi and {Bañeres}},\n\tyear = {1998},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Te Reo Maori: Panel Discussion Theme: The Current Status of the Maori Language and the Role of the Linguist.\n \n \n \n\n\n \n Dewes, K.; Hollings, M.; Jacob, H.; and Murphy, H.\n\n\n \n\n\n\n Te Reo: Journal of the Linguistic Society of New Zealand, 41: 94–105. 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@article{dewes_te_1998,\n\ttitle = {Te {Reo} {Maori}: {Panel} {Discussion} {Theme}: {The} {Current} {Status} of the {Maori} {Language} and the {Role} of the {Linguist}},\n\tvolume = {41},\n\tissn = {0494-8440},\n\tshorttitle = {Te {Reo} {Maori}},\n\tlanguage = {English},\n\tjournal = {Te Reo: Journal of the Linguistic Society of New Zealand},\n\tauthor = {Dewes, Kathy and Hollings, Mike and Jacob, Heni and Murphy, Hine-i-haea},\n\tyear = {1998},\n\tkeywords = {Language Revival, Maori language},\n\tpages = {94--105},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Emancipatory Maori Education: Speaking from the Heart.\n \n \n \n\n\n \n Durie, A.\n\n\n \n\n\n\n Language, Culture and Curriculum, 11(3): 297–308. 1998.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{durie_emancipatory_1998,\n\ttitle = {Emancipatory {Maori} {Education}: {Speaking} from the {Heart}},\n\tvolume = {11},\n\tissn = {0790-8318},\n\tshorttitle = {Emancipatory {Maori} {Education}},\n\tdoi = {10.1080/07908319808666558},\n\tabstract = {As Maori, the indigenous people of Aotearoa/New Zealand, take back responsibility and control over the provision of education for Maori, efforts are entering an exciting phase. The empowering potential of recent community initiatives, in conjunction with the re-emergence of tribal and urban Maori authorities, have established an infrastructure well positioned to facilitate progressive educational provision for Maori. Once formal education is conceived of as an empowering rather than a subordinating process, an important barrier to success will be overcome. Central to that conception is the promotion of the Maori language as a medium of instruction, together with issues of control, negotiation and a continued expansion of Maori models of teaching and learning. A greater adaptation of generic (western) models towards appropriate accommodation of the educational needs of Maori learners is a further dimension. The initiatives taken by one tribal authority are examined against the role taken by similar authorities in educational planning and provision. Language revitalisation is seen to be integral to a strong cultural identity and enhanced well-being.},\n\tnumber = {3},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {Durie, Arohia},\n\tyear = {1998},\n\tpages = {297--308},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n Community language regerenation: realising the potential.\n \n \n \n \n\n\n \n Williams, C. H; and Evas, J.\n\n\n \n\n\n\n In Community language regeneration, pages 1–13. Welsh Language Board, Cardiff, 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Community$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{williams_community_1998,\n\taddress = {Cardiff},\n\ttitle = {Community language regerenation: realising the potential},\n\turl = {http://orca.cf.ac.uk/43866/1/257.pdf},\n\tabstract = {Wales has a long history of initiating domain-related language policies, notably in Education and the Media and to a lesser extent within Public Administration. However, formal Language Planning across a spectrum of domains is a recent phenomenon that has accelerated following the implementation of the 1993 Welsh Language Act. There is now a commitment to holistic analyses and new perspectives. The difficulty is in implementing the new initiatives within a constantly changing social order. Consequently, the essential issue facing public policy framers is to what extent interventionist Language Planning can actually influence bilingual services in new domains},\n\tbooktitle = {Community language regeneration},\n\tpublisher = {Welsh Language Board},\n\tauthor = {Williams, Colin H and Evas, Jeremy},\n\tyear = {1998},\n\tpages = {1--13},\n}\n\n

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\n \n\n \n \n \n \n \n \n Freeing ourselves from neo-colonial domination in research: A Maori approach to creating knowledge.\n \n \n \n \n\n\n \n Bishop, R.\n\n\n \n\n\n\n International Journal of Qualitative Studies in Education, 11(2): 199–219. 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Freeing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{bishop_freeing_1998,\n\ttitle = {Freeing ourselves from neo-colonial domination in research: {A} {Maori} approach to creating knowledge},\n\tvolume = {11},\n\tshorttitle = {Freeing ourselves from neo-colonial domination in research},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/095183998236674},\n\tnumber = {2},\n\turldate = {2015-12-21},\n\tjournal = {International Journal of Qualitative Studies in Education},\n\tauthor = {Bishop, Russell},\n\tyear = {1998},\n\tpages = {199--219},\n}\n\n

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\n \n\n \n \n \n \n \n Te Reo Maori: Panel Discussion.\n \n \n \n\n\n \n \n\n\n \n\n\n\n Te Reo, 41: 94–105. 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{noauthor_te_1998,\n\ttitle = {Te {Reo} {Maori}: {Panel} {Discussion}},\n\tvolume = {41},\n\tshorttitle = {Te {Reo} {Maori}},\n\tabstract = {Four contributions to a panel discussion on the status \\& prospects of Maori address issues of language reclamation, the attractiveness of English to Maori speakers, a decline of expressiveness in Maori, \\& language planning priorities. J. Hitchcock},\n\tlanguage = {eng},\n\tjournal = {Te Reo},\n\tyear = {1998},\n\tkeywords = {5610, Article, Language Attrition (41805), Language Planning (43400), Language Revitalization (43630), Language Status (43920), New Zealand (57650), Polynesian Languages (66550), Sociolinguistics},\n\tpages = {94--105},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Sociopolitical Context of Establishing Hawaiian-medium Education.\n \n \n \n \n\n\n \n Wilson, W. H.\n\n\n \n\n\n\n Language, Culture and Curriculum, 11(3): 325–338. September 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{wilson_sociopolitical_1998,\n\ttitle = {The {Sociopolitical} {Context} of {Establishing} {Hawaiian}-medium {Education}},\n\tvolume = {11},\n\tissn = {0790-8318},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/07908319808666560},\n\tdoi = {10.1080/07908319808666560},\n\tnumber = {3},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {Wilson, William H.},\n\tmonth = sep,\n\tyear = {1998},\n\tpages = {325--338},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language and Education Rights for Indigenous Peoples.\n \n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n Language, Culture and Curriculum, 11(3): 272–296. September 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{may_language_1998,\n\ttitle = {Language and {Education} {Rights} for {Indigenous} {Peoples}},\n\tvolume = {11},\n\tissn = {0790-8318},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/07908319808666557},\n\tdoi = {10.1080/07908319808666557},\n\tnumber = {3},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {May, Stephen},\n\tmonth = sep,\n\tyear = {1998},\n\tkeywords = {Applied Linguistics, Article, Indigenous Populations, Language Planning, Language Policy, Native Language Instruction, New Zealand, Polynesian Languages, Sociolinguistics, language rights},\n\tpages = {272--296},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Saving Languages. An Introduction to Language Revitalization.\n \n \n \n\n\n \n Grenoble, L. A; and Whaley, L. J\n\n\n \n\n\n\n 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{grenoble_saving_1998,\n\ttitle = {Saving {Languages}. {An} {Introduction} to {Language} {Revitalization}},\n\tisbn = {0-521-01652-5},\n\tauthor = {Grenoble, Lenore A and Whaley, Lindsay J},\n\tyear = {1998},\n\tpmid = {14282159},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language policy, language education, language rights: Indigenous, immigrant, and international perspectives.\n \n \n \n \n\n\n \n Hornberger, N. H.\n\n\n \n\n\n\n Language in Society12, 12(1): 22. 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hornberger_language_1998,\n\ttitle = {Language policy, language education, language rights: {Indigenous}, immigrant, and international perspectives},\n\tvolume = {12},\n\turl = {http://repository.upenn.edu/cgi/viewcontent.cgi?article=1273&context=gse_pubs},\n\tabstract = {Indigenous languages are under siege, not only in the US but around the world - in danger of disappearing because they are not being transmitted to the next generation. Immigrants and their languages worldwide are simi- larly subjected to seemingly irresistible social, political, and economic pres- sures. This article discusses a number of such cases, including Shawandawa from the Brazilian Amazon, Quechua in the South American Andes, the East Indian communities of South Africa, Khmer in Philadelphia, Welsh, Maori, Turkish in the UK, and Native Californian languages. At a time when phrases like "endangered languages" and "linguicism" are invoked to describe the plight of the world's vanishing linguistic resources in their encounter with the phenomenal growth of world languages such as English, the cases re- viewed here provide consistent and compelling evidence that language pol- icy and language education serve as vehicles for promoting the vitality, versatility, and stability of these languages, and ultimately promote the rights of their speakers to participate in the global community on and IN their own terms},\n\tnumber = {1},\n\tjournal = {Language in Society12},\n\tauthor = {Hornberger, Nancy H.},\n\tyear = {1998},\n\tpages = {22},\n}\n\n

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\n \n\n \n \n \n \n \n \n Are you listening? Cultural influences on the use of supportive verbal feedback in conversation.\n \n \n \n \n\n\n \n Stubbe, M.\n\n\n \n\n\n\n Journal of Pragmatics, 29(3): 257–289. 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Are$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{stubbe_are_1998,\n\ttitle = {Are you listening? {Cultural} influences on the use of supportive verbal feedback in conversation},\n\tvolume = {29},\n\tshorttitle = {Are you listening?},\n\turl = {http://www.sciencedirect.com/science/article/pii/S0378216697000428},\n\tdoi = {doi:10.1016/S0378-2166(97)00042-8},\n\tabstract = {Although all conversation requires participants to cooperate in taking turns at talk and providing appropriate listener feedback, different groups of speakers may have differing perceptions of (a) the amount and type of interactional feedback which is appropriate in a particular context, and (b) precisely what information various formal cues provide about an interlocutor's intentions or attitudes. This paper reports on a number of quantitative and qualitative differences found in the use of supportive verbal feedback devices by Maori and Pakeha listeners in a small sample of conversational New Zealand English, and discusses their implications for cross-cultural communication.},\n\tnumber = {3},\n\turldate = {2015-12-21},\n\tjournal = {Journal of Pragmatics},\n\tauthor = {Stubbe, Maria},\n\tyear = {1998},\n\tpages = {257--289},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Te Wharekura o Rakaumangamanga: The Development of an Indigenous Language Immersion School.\n \n \n \n\n\n \n Harrison, B.\n\n\n \n\n\n\n Volume 22 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{harrison_te_1998,\n\ttitle = {Te {Wharekura} o {Rakaumangamanga}: {The} {Development} of an {Indigenous} {Language} {Immersion} {School}},\n\tvolume = {22},\n\tabstract = {In the early 1980s, the Maori people of New Zealand began a dynamic language revitaliz ation movement. The establishment of Maori immersion programs in state funded schools constituted one major aspect of the movem ent. Th is article de scribes the development oftheMaori language immersion program inoneNew Zealand school forchildren ages 5to 17. In 1985, the first immersion classroom of 5-year-olds was establ ished. Immersion classrooms were added year by year as the first class of children progressed through primary school,junior high,and high school.The first class completed the final year of high school in 1997, and students entered polytechnics or university programs in 1998. The article briefly summarizes the historical background,culturalcontext,and program ofthe school. Indicators ofschoolperformance, including student achievement on national examination s, are considered.The findings are examined in terms of a selection of the research and theoretical literature. This case study has implication s for researchers and educators who areworking in indigenous language schoolingand fortho sewho are interested intheoretical explanations relating to the success or failur e ofminority students in school},\n\tnumber = {April 2014},\n\tauthor = {Harrison, Barbara},\n\tyear = {1998},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Emancipatory Maori Education: Speaking from the Heart.\n \n \n \n \n\n\n \n Durie, A.\n\n\n \n\n\n\n Language, Culture and Curriculum, 11(3): 297–308. September 1998.\n \n\n\n\n
\n\n\n\n \n \n $\"Emancipatory$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{durie_emancipatory_1998,\n\ttitle = {Emancipatory {Maori} {Education}: {Speaking} from the {Heart}},\n\tvolume = {11},\n\tissn = {0790-8318},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/07908319808666558},\n\tdoi = {10.1080/07908319808666558},\n\tabstract = {As Maori, the indigenous people of Aotearoa/New Zealand, take back responsibility and control over the provision of education for Maori, efforts are entering an exciting phase. The empowering potential of recent community initiatives, in conjunction with the re-emergence of tribal and urban Maori authorities, have established an infrastructure well positioned to facilitate progressive educational provision for Maori. Once formal education is conceived of as an empowering rather than a subordinating process, an important barrier to success will be overcome. Central to that conception is the promotion of the Maori language as a medium of instruction, together with issues of control, negotiation and a continued expansion of Maori models of teaching and learning. A greater adaptation of generic (western) models towards appropriate accommodation of the educational needs of Maori learners is a further dimension. The initiatives taken by one tribal authority are examined against the role taken by similar authorities in educational planning and provision. Language revitalisation is seen to be integral to a strong cultural identity and enhanced well-being.},\n\tnumber = {3},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {Durie, Arohia},\n\tmonth = sep,\n\tyear = {1998},\n\tkeywords = {Aotearoa New Zealand, Education for Māori, Educational needs for Māori, Educational planning, Language revitalisation, Māori learners, Māori learning models, Māori teaching models, Promotion of the Māori Language, Strong cultural identity},\n\tpages = {297--308},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{dewes_te_1998,\n\ttitle = {Te {Reo} {Maori}: {Panel} {Discussion} {Theme}: {The} {Current} {Status} of the {Maori} {Language} and the {Role} of the {Linguist}},\n\tvolume = {41},\n\tissn = {0494-8440},\n\tshorttitle = {Te {Reo} {Maori}},\n\tlanguage = {English},\n\tjournal = {Te Reo: Journal of the Linguistic Society of New Zealand},\n\tauthor = {Dewes, Kathy and Hollings, Mike and Jacob, Heni and Murphy, Hine-i-haea},\n\tyear = {1998},\n\tkeywords = {Language Revival, Maori language},\n\tpages = {94--105},\n}\n\n

\n\n\n\n

\n\n\n

@article{durie_emancipatory_1998,\n\ttitle = {Emancipatory {Maori} {Education}: {Speaking} from the {Heart}},\n\tvolume = {11},\n\tissn = {0790-8318},\n\tshorttitle = {Emancipatory {Maori} {Education}},\n\tdoi = {10.1080/07908319808666558},\n\tabstract = {As Maori, the indigenous people of Aotearoa/New Zealand, take back responsibility and control over the provision of education for Maori, efforts are entering an exciting phase. The empowering potential of recent community initiatives, in conjunction with the re-emergence of tribal and urban Maori authorities, have established an infrastructure well positioned to facilitate progressive educational provision for Maori. Once formal education is conceived of as an empowering rather than a subordinating process, an important barrier to success will be overcome. Central to that conception is the promotion of the Maori language as a medium of instruction, together with issues of control, negotiation and a continued expansion of Maori models of teaching and learning. A greater adaptation of generic (western) models towards appropriate accommodation of the educational needs of Maori learners is a further dimension. The initiatives taken by one tribal authority are examined against the role taken by similar authorities in educational planning and provision. Language revitalisation is seen to be integral to a strong cultural identity and enhanced well-being.},\n\tnumber = {3},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {Durie, Arohia},\n\tyear = {1998},\n\tpages = {297--308},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n COMMUNITY LANGUAGE REGENERATION: REALISING THE POTENTIAL.\n \n \n \n\n\n \n Williams, C. H; and Evas, J.\n\n\n \n\n\n\n , (1997): 1–13. 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{williams_community_1998,\n\ttitle = {{COMMUNITY} {LANGUAGE} {REGENERATION}: {REALISING} {THE} {POTENTIAL}},\n\tnumber = {1997},\n\tauthor = {Williams, Colin H and Evas, Jeremy},\n\tyear = {1998},\n\tpages = {1--13},\n}\n\n

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@article{bishop_freeing_1998,\n\ttitle = {Freeing ourselves from neo-colonial domination in research: {A} {Maori} approach to creating knowledge},\n\tvolume = {11},\n\tshorttitle = {Freeing ourselves from neo-colonial domination in research},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/095183998236674},\n\tnumber = {2},\n\turldate = {2015-12-21},\n\tjournal = {International Journal of Qualitative Studies in Education},\n\tauthor = {Bishop, Russell},\n\tyear = {1998},\n\tpages = {199--219},\n}\n\n

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@article{noauthor_te_1998,\n\ttitle = {Te {Reo} {Maori}: {Panel} {Discussion}},\n\tvolume = {41},\n\tshorttitle = {Te {Reo} {Maori}},\n\tabstract = {Four contributions to a panel discussion on the status \\& prospects of Maori address issues of language reclamation, the attractiveness of English to Maori speakers, a decline of expressiveness in Maori, \\& language planning priorities. J. Hitchcock},\n\tlanguage = {eng},\n\tjournal = {Te Reo},\n\tyear = {1998},\n\tkeywords = {5610, Article, Language Attrition (41805), Language Planning (43400), Language Revitalization (43630), Language Status (43920), New Zealand (57650), Polynesian Languages (66550), Sociolinguistics},\n\tpages = {94--105},\n}\n\n

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@article{wilson_sociopolitical_1998,\n\ttitle = {The {Sociopolitical} {Context} of {Establishing} {Hawaiian}-medium {Education}},\n\tvolume = {11},\n\tissn = {0790-8318},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/07908319808666560},\n\tdoi = {10.1080/07908319808666560},\n\tnumber = {3},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {Wilson, William H.},\n\tmonth = sep,\n\tyear = {1998},\n\tpages = {325--338},\n}\n\n

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@article{may_language_1998,\n\ttitle = {Language and {Education} {Rights} for {Indigenous} {Peoples}},\n\tvolume = {11},\n\tissn = {0790-8318},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/07908319808666557},\n\tdoi = {10.1080/07908319808666557},\n\tnumber = {3},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {May, Stephen},\n\tmonth = sep,\n\tyear = {1998},\n\tkeywords = {Applied Linguistics, Article, Indigenous Populations, Language Planning, Language Policy, Native Language Instruction, New Zealand, Polynesian Languages, Sociolinguistics, language rights},\n\tpages = {272--296},\n}\n\n

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@book{grenoble_saving_1998,\n\ttitle = {Saving {Languages}. {An} {Introduction} to {Language} {Revitalization}},\n\tisbn = {0-521-01652-5},\n\tauthor = {Grenoble, Lenore A and Whaley, Lindsay J},\n\tyear = {1998},\n\tpmid = {14282159},\n}\n\n

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@article{hornberger_language_1998,\n\ttitle = {Language policy, language education, language rights: {Indigenous}, immigrant, and international perspectives},\n\tvolume = {12},\n\turl = {http://repository.upenn.edu/cgi/viewcontent.cgi?article=1273&context=gse_pubs},\n\tabstract = {Indigenous languages are under siege, not only in the US but around the world - in danger of disappearing because they are not being transmitted to the next generation. Immigrants and their languages worldwide are simi- larly subjected to seemingly irresistible social, political, and economic pres- sures. This article discusses a number of such cases, including Shawandawa from the Brazilian Amazon, Quechua in the South American Andes, the East Indian communities of South Africa, Khmer in Philadelphia, Welsh, Maori, Turkish in the UK, and Native Californian languages. At a time when phrases like "endangered languages" and "linguicism" are invoked to describe the plight of the world's vanishing linguistic resources in their encounter with the phenomenal growth of world languages such as English, the cases re- viewed here provide consistent and compelling evidence that language pol- icy and language education serve as vehicles for promoting the vitality, versatility, and stability of these languages, and ultimately promote the rights of their speakers to participate in the global community on and IN their own terms},\n\tnumber = {1},\n\tjournal = {Language in Society12},\n\tauthor = {Hornberger, Nancy H.},\n\tyear = {1998},\n\tpages = {22},\n}\n\n

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@article{stubbe_are_1998,\n\ttitle = {Are you listening? {Cultural} influences on the use of supportive verbal feedback in conversation},\n\tvolume = {29},\n\tshorttitle = {Are you listening?},\n\turl = {http://www.sciencedirect.com/science/article/pii/S0378216697000428},\n\tdoi = {doi:10.1016/S0378-2166(97)00042-8},\n\tabstract = {Although all conversation requires participants to cooperate in taking turns at talk and providing appropriate listener feedback, different groups of speakers may have differing perceptions of (a) the amount and type of interactional feedback which is appropriate in a particular context, and (b) precisely what information various formal cues provide about an interlocutor's intentions or attitudes. This paper reports on a number of quantitative and qualitative differences found in the use of supportive verbal feedback devices by Maori and Pakeha listeners in a small sample of conversational New Zealand English, and discusses their implications for cross-cultural communication.},\n\tnumber = {3},\n\turldate = {2015-12-21},\n\tjournal = {Journal of Pragmatics},\n\tauthor = {Stubbe, Maria},\n\tyear = {1998},\n\tpages = {257--289},\n}\n\n

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@book{harrison_te_1998,\n\ttitle = {Te {Wharekura} o {Rakaumangamanga}: {The} {Development} of an {Indigenous} {Language} {Immersion} {School}},\n\tvolume = {22},\n\tabstract = {In the early 1980s, the Maori people of New Zealand began a dynamic language revitaliz ation movement. The establishment of Maori immersion programs in state funded schools constituted one major aspect of the movem ent. Th is article de scribes the development oftheMaori language immersion program inoneNew Zealand school forchildren ages 5to 17. In 1985, the first immersion classroom of 5-year-olds was establ ished. Immersion classrooms were added year by year as the first class of children progressed through primary school,junior high,and high school.The first class completed the final year of high school in 1997, and students entered polytechnics or university programs in 1998. The article briefly summarizes the historical background,culturalcontext,and program ofthe school. Indicators ofschoolperformance, including student achievement on national examination s, are considered.The findings are examined in terms of a selection of the research and theoretical literature. This case study has implication s for researchers and educators who areworking in indigenous language schoolingand fortho sewho are interested intheoretical explanations relating to the success or failur e ofminority students in school},\n\tnumber = {April 2014},\n\tauthor = {Harrison, Barbara},\n\tyear = {1998},\n}\n\n

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@article{durie_emancipatory_1998,\n\ttitle = {Emancipatory {Maori} {Education}: {Speaking} from the {Heart}},\n\tvolume = {11},\n\tissn = {0790-8318},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/07908319808666558},\n\tdoi = {10.1080/07908319808666558},\n\tnumber = {3},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {Durie, Arohia},\n\tmonth = sep,\n\tyear = {1998},\n\tpages = {297--308},\n}\n\n

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\n \n 1997\n \n \n (15)\n \n \n

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\n \n\n \n \n \n \n \n Te Whakatuwheratanga o Te Heke-mai-raro : Hongoeka, 19 o Paenga-Whāwhā 1997.\n \n \n \n\n\n \n Marae., H.\n\n\n \n\n\n\n Hongoeka Marae,, Plimmerton, N.Z. :, 1997.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{hongoeka_marae._te_1997,\n\taddress = {Plimmerton, N.Z. :},\n\ttitle = {Te {Whakatuwheratanga} o {Te} {Heke}-mai-raro : {Hongoeka}, 19 o {Paenga}-{Whāwhā} 1997.},\n\tisbn = {978-0-908975-55-6},\n\tshorttitle = {Te {Whakatuwheratanga} o {Te} {Heke}-mai-raro},\n\tpublisher = {Hongoeka Marae,},\n\tauthor = {Hongoeka Marae.},\n\tyear = {1997},\n}\n\n

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\n \n\n \n \n \n \n \n New Zealand and Britain : a special relationship in transition.\n \n \n \n\n\n \n British Council., R. G.; and Patman\n\n\n \n\n\n\n Dunmore Press in association with the British Council,, Palmerston North, N.Z. :, 1997.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{british_council._new_1997,\n\taddress = {Palmerston North, N.Z. :},\n\ttitle = {New {Zealand} and {Britain} : a special relationship in transition},\n\tisbn = {978-0-473-04931-7},\n\tshorttitle = {New {Zealand} and {Britain}},\n\tpublisher = {Dunmore Press in association with the British Council,},\n\tauthor = {British Council., Robert G. and Patman},\n\tyear = {1997},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n He tirohanga ki mua : visions for Maori education.\n \n \n \n\n\n \n New Zealand Council for Educational Research., V.; and Tapine\n\n\n \n\n\n\n New Zealand Council for Educational Research,, Wellington, [N.Z.] :, 1997.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand_council_for_educational_research._he_1997,\n\taddress = {Wellington, [N.Z.] :},\n\ttitle = {He tirohanga ki mua : visions for {Maori} education.},\n\tisbn = {978-1-877140-31-0},\n\tshorttitle = {He tirohanga ki mua},\n\tpublisher = {New Zealand Council for Educational Research,},\n\tauthor = {New Zealand Council for Educational Research., Violetta. and Tapine},\n\tyear = {1997},\n}\n\n

\n\n\n\n

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\n \n\n \n \n \n \n \n Select bibliography on minority languages in the European Union = Bibliographie sélective des langues minoritaires de l'Union Européenne.\n \n \n \n\n\n \n European Bureau for Lesser Used Languages., W.; and Jenniges\n\n\n \n\n\n\n European Bureau for Lesser Used Languages,, Brussels :, 1997.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{european_bureau_for_lesser_used_languages._select_1997,\n\taddress = {Brussels :},\n\ttitle = {Select bibliography on minority languages in the {European} {Union} = {Bibliographie} sélective des langues minoritaires de l'{Union} {Européenne}},\n\tisbn = {978-90-74851-45-9},\n\tpublisher = {European Bureau for Lesser Used Languages,},\n\tauthor = {European Bureau for Lesser Used Languages., Wolfgang. and {Jenniges}},\n\tyear = {1997},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n He Taonga Te Reo: The Use of a Theme Year to Promote a Minority Language.\n \n \n \n \n\n\n \n Chrisp, S.\n\n\n \n\n\n\n Volume 18 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{chrisp_he_1997,\n\ttitle = {He {Taonga} {Te} {Reo}: {The} {Use} of a {Theme} {Year} to {Promote} a {Minority} {Language}},\n\tvolume = {18},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01434639708666306?journalCode=rmmm20},\n\tabstract = {The Maori Language Commission of New Zealand promoted 1995 as a year for the celebration of the Maori language. The Commission used the theme-year concept to facilitate a concerted promotional programme aimed at both Maori people and the general New Zealand population. The Commission established three basic goals for the theme year: encouraging Maori people to learn and use the language; celebrating the place of the language in New Zealand history and modern society; and generating goodwill among the general population towards the Maori language. The Commission was able to generate significant government and commercial sponsorship for Maori language activities, which was used to create opportunities for Maori language learning and use, and to promote goodwill.},\n\tnumber = {April 2014},\n\tauthor = {Chrisp, Steven},\n\tyear = {1997},\n\tkeywords = {Encouraging people to learn te reo Māori, Generating goodwill towards the Māori language, Māori language activities, New Zealand History, Promotion of the Māori Language, Use of language, learning},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Four successful indigenous language programs.\n \n \n \n \n\n\n \n Stiles, D. B.\n\n\n \n\n\n\n Teaching indigenous languages,17. 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Four$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{stiles_four_1997,\n\ttitle = {Four successful indigenous language programs},\n\turl = {http://files.eric.ed.gov/fulltext/ED415079.pdf},\n\tdoi = {ED 415 079},\n\tabstract = {This paper examines four indigenous language programs to compare common components, problems, and outcomes. The programs are Cree Way in Quebec, Canada, Hualapai in Arizona, Te Kohanga Reo (Maori) in New Zealand, and Punana Leo (Hawaiian) in Hawaii. These programs were chosen for four characteristics: (1) the languages are no longer transmitted to the younger generation (in the home or community); (2) the programs all have curriculum development, community support, parent involvement, and government support; (3) the programs exist in different countries; and (4) they are recommended as model programs for endangered indigenous languages. Each program's description covers historical background; program development; funding; parent, community, and academic involvement; and current status. Each program has a curriculum that combines indigenous language and cultural heritage, literacy, community involvement, and parent participation. Common problems are related to teacher availability, teacher training, lack of written materials, and funding. Outcomes of all programs have included decreased dropout rates, increased sense of heritage and identity, and improved test scores. It is concluded that the success of these types of programs depends on home and community initiative and involvement; culture cannot be separated from the language. It is also important to begin the program at an early age, preferably preschool; to have a firm theoretical foundation; and to have written teaching materials.},\n\turldate = {2016-02-08},\n\tjournal = {Teaching indigenous languages},\n\tauthor = {Stiles, Dawn B.},\n\tyear = {1997},\n\tkeywords = {American Indian Education, Bilingual Programs, Community involvement, Cree, Culturally Relevant Education, Endangered Languages, Hawaiian, Immersion Programs, Indigenous Populations, Language Maintenance, Preschool Education},\n\tpages = {17},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Diglossia: A theoretical framework for the revitalisation of the Māori language.\n \n \n \n \n\n\n \n Chrisp, S.\n\n\n \n\n\n\n He Pukenga Kōrero, 2: 35–42. 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Diglossia:$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{chrisp_diglossia:_1997,\n\ttitle = {Diglossia: {A} theoretical framework for the revitalisation of the {Māori} language},\n\tvolume = {2},\n\turl = {http://www.hepukengakorero.com/index.php/HPK/article/view/74},\n\tabstract = {In this paper, I propose that diglossia is the most appropriate theoretical framework for the revital!sation of the Māori language. In doing so, I argue against the development of Maori monolingualism and the establishment of a Maori-speaking sub-population. The diglossia model involves the selection of core domains that will become Maori language domains; these domains must be places where Maori spend significant amounts of time, and can exercise substantial control. Maori people will decide what these domains are, and how often they will speak Maori in these do- mains. The decisions about the use of Maori will be influenced by four factors; motivation, knowledge, situation and critical awareness.},\n\tjournal = {He Pukenga Kōrero},\n\tauthor = {Chrisp, Steven},\n\tyear = {1997},\n\tkeywords = {Māori Language revitalisation, Māori language domains, Māori speaking sub population, Theoretical Framework, diglossia},\n\tpages = {35--42},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Using Maori in the home. Some common questions and answers.\n \n \n \n\n\n \n New Zealand. Maori Language Commission\n\n\n \n\n\n\n Te Taura Whiri i te Reo Maori, 1997.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._maori_language_commission_using_1997,\n\ttitle = {Using {Maori} in the home. {Some} common questions and answers.},\n\tisbn = {908878060, 9780908878062},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VCover title., \\$\\$C general\\_note\\$\\$V "He taonga te reo."},\n\tlanguage = {eng},\n\tpublisher = {Te Taura Whiri i te Reo Maori},\n\tauthor = {{New Zealand. Maori Language Commission}},\n\tyear = {1997},\n\tkeywords = {Maori language Acquisition., Maori language Study and teaching., Matareo.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Leoki: a Powerful Voice of Hawaiian Language Revitalization.\n \n \n \n \n\n\n \n Warschauer, M.; Donaghy, K.; and Kuamoÿo, H.\n\n\n \n\n\n\n Computer Assisted Language Learning, 10(4): 349–361. September 1997.\n \n\n\n\n
\n\n\n\n \n \n $\"Leoki:$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{warschauer_leoki:_1997,\n\ttitle = {Leoki: a {Powerful} {Voice} of {Hawaiian} {Language} {Revitalization}},\n\tvolume = {10},\n\tissn = {0958-8221},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/0958822970100405},\n\tdoi = {10.1080/0958822970100405},\n\tnumber = {4},\n\tjournal = {Computer Assisted Language Learning},\n\tauthor = {Warschauer, Mark and Donaghy, Keola and Kuamoÿo, Hale},\n\tmonth = sep,\n\tyear = {1997},\n\tpages = {349--361},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Marketing the Māori Language.\n \n \n \n\n\n \n Nicholson, R.\n\n\n \n\n\n\n In Teaching Indigenous Languages, pages 206–213. 1997.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{nicholson_marketing_1997,\n\ttitle = {Marketing the {Māori} {Language}},\n\tabstract = {While the New Zealand Government is currently spending millions of dollars to teach the Māori language in preschool language nests, Māori total immersion primary schools, and elsewhere, its language policies are not likely to succeed because it has failed to promoted Māori among Māori and non-Māori to the extent that the language has a sufficiently good image. The results of a market research study and the promotion of the 1995 Māori Language Year indicate that the passive tolerance of the Māori language by New Zealanders in contemporary New Zealand society will allow a more active and explicit promotion of the Māori language.},\n\tbooktitle = {Teaching {Indigenous} {Languages}},\n\tauthor = {Nicholson, Rangi},\n\tyear = {1997},\n\tpages = {206--213},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{chrisp_he_1997,\n\ttitle = {He {Taonga} {Te} {Reo}: {The} {Use} of a {Theme} {Year} to {Promote} a {Minority} {Language}},\n\tvolume = {18},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01434639708666306?journalCode=rmmm20},\n\tabstract = {The Maori Language Commission of New Zealand promoted 1995 as a year for the celebration of the Maori language. The Commission used the theme-year concept to facilitate a concerted promotional programme aimed at both Maori people and the general New Zealand population. The Commission established three basic goals for the theme year: encouraging Maori people to learn and use the language; celebrating the place of the language in New Zealand history and modern society; and generating goodwill among the general population towards the Maori language. The Commission was able to generate significant government and commercial sponsorship for Maori language activities, which was used to create opportunities for Maori language learning and use, and to promote goodwill.},\n\tnumber = {April 2014},\n\tauthor = {Chrisp, Steven},\n\tyear = {1997},\n\tkeywords = {Encouraging people to learn te reo Māori, Generating goodwill towards the Māori language, Māori language activities, New Zealand History, Promotion of the Māori Language, Use of language, learning},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Four successful indigenous language programs.\n \n \n \n\n\n \n Stiles, D. B.\n\n\n \n\n\n\n Teaching indigenous languages. 1997.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{stiles_four_1997,\n\ttitle = {Four successful indigenous language programs},\n\tdoi = {ED 415 079},\n\tjournal = {Teaching indigenous languages},\n\tauthor = {Stiles, Dawn B.},\n\tyear = {1997},\n}\n\n

\n\n\n\n

\n\n\n

@article{chrisp_diglossia:_1997,\n\ttitle = {Diglossia: {A} theoretical framework for the revitalisation of the {Māori} language},\n\tvolume = {2},\n\turl = {http://www.hepukengakorero.com/index.php/HPK/article/view/74},\n\tabstract = {In this paper, I propose that diglossia is the most appropriate theoretical framework for the revital!sation of the Māori language. In doing so, I argue against the development of Maori monolingualism and the establishment of a Maori-speaking sub-population. The diglossia model involves the selection of core domains that will become Maori language domains; these domains must be places where Maori spend significant amounts of time, and can exercise substantial control. Maori people will decide what these domains are, and how often they will speak Maori in these do- mains. The decisions about the use of Maori will be influenced by four factors; motivation, knowledge, situation and critical awareness.},\n\tjournal = {He Pukenga Kōrero},\n\tauthor = {Chrisp, Steven},\n\tyear = {1997},\n\tkeywords = {Māori Language revitalisation, Māori language domains, Māori speaking sub population, Theoretical Framework, diglossia},\n\tpages = {35--42},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{new_zealand._maori_language_commission_using_1997,\n\ttitle = {Using {Maori} in the home. {Some} common questions and answers.},\n\tisbn = {908878060, 9780908878062},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VCover title., \\$\\$C general\\_note\\$\\$V "He taonga te reo."},\n\tlanguage = {eng},\n\tpublisher = {Te Taura Whiri i te Reo Maori},\n\tauthor = {{New Zealand. Maori Language Commission}},\n\tyear = {1997},\n\tkeywords = {Maori language Acquisition., Maori language Study and teaching., Matareo.},\n}\n\n

\n\n\n\n\n\n

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@article{warschauer_leoki:_1997,\n\ttitle = {Leoki: a {Powerful} {Voice} of {Hawaiian} {Language} {Revitalization}},\n\tvolume = {10},\n\tissn = {0958-8221},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/0958822970100405},\n\tdoi = {10.1080/0958822970100405},\n\tnumber = {4},\n\tjournal = {Computer Assisted Language Learning},\n\tauthor = {Warschauer, Mark and Donaghy, Keola and Kuamoÿo, Hale},\n\tmonth = sep,\n\tyear = {1997},\n\tpages = {349--361},\n}\n\n

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\n\n

\n \n 1996\n \n \n (8)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Te Reo Maori : i roto i te marautanga o Aotearoa.\n \n \n \n\n\n \n Zealand., N.\n\n\n \n\n\n\n Te Pou Taki Korero,, Whanganui a Tara, Aotearoa :, 1996.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand._te_1996,\n\taddress = {Whanganui a Tara, Aotearoa :},\n\ttitle = {Te {Reo} {Maori} : i roto i te marautanga o {Aotearoa}},\n\tisbn = {978-0-478-02970-3},\n\tshorttitle = {Te {Reo} {Maori}},\n\tpublisher = {Te Pou Taki Korero,},\n\tauthor = {New Zealand.},\n\tyear = {1996},\n}\n\n

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\n \n\n \n \n \n \n \n The benefits of immersion education : a review of the New Zealand and overseas literature.\n \n \n \n\n\n \n New Zealand Council for Educational Research., P. J.; and Keegan\n\n\n \n\n\n\n New Zealand Council for Educational Research,, Wellington, N.Z. :, 1996.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand_council_for_educational_research._benefits_1996,\n\taddress = {Wellington, N.Z. :},\n\ttitle = {The benefits of immersion education : a review of the {New} {Zealand} and overseas literature},\n\tisbn = {978-0-908916-95-5},\n\tshorttitle = {The benefits of immersion education},\n\tpublisher = {New Zealand Council for Educational Research,},\n\tauthor = {New Zealand Council for Educational Research., Peter J. and Keegan},\n\tyear = {1996},\n}\n\n

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\n \n\n \n \n \n \n \n \n Effects of Ethnolinguistic Vitality, Ethnic Identification, and Linguistic Contacts on Minority Language Use.\n \n \n \n \n\n\n \n Hogg, M. a.; and Rigoli, N.\n\n\n \n\n\n\n Journal of Language and Social Psychology, 15(1): 76–89. March 1996.\n \n\n\n\n
\n\n\n\n \n \n $\"Effects$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hogg_effects_1996,\n\ttitle = {Effects of {Ethnolinguistic} {Vitality}, {Ethnic} {Identification}, and {Linguistic} {Contacts} on {Minority} {Language} {Use}},\n\tvolume = {15},\n\tissn = {0261-927X},\n\turl = {http://jls.sagepub.com/cgi/doi/10.1177/0261927X960151005},\n\tdoi = {10.1177/0261927X960151005},\n\tnumber = {1},\n\tjournal = {Journal of Language and Social Psychology},\n\tauthor = {Hogg, M. a. and Rigoli, N.},\n\tmonth = mar,\n\tyear = {1996},\n\tpages = {76--89},\n}\n\n

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\n \n\n \n \n \n \n \n Stories for Language Revitalization in Nahuatl and Chichimeca.\n \n \n \n\n\n \n Francis, N.; and Nieto Andrade, R.\n\n\n \n\n\n\n Stablizing Indigenous Languages. 1996.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{francis_stories_1996,\n\ttitle = {Stories for {Language} {Revitalization} in {Nahuatl} and {Chichimeca}},\n\tjournal = {Stablizing Indigenous Languages},\n\tauthor = {Francis, Norbert and Nieto Andrade, Ragael},\n\tyear = {1996},\n\tkeywords = {*American Indian Languages, *Bilingual Education Programs, *Childrens Writing, *Language Maintenance, *Language Skill Attrition, *Native Language Instruction, American Indian Education, Bilingual Students, Elementary Education, Elementary School Students, Foreign Countries, Indigenous Populations, Language Usage, Literacy Education, Mexicans},\n}\n\n

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\n \n\n \n \n \n \n \n \n What Do You Lose When You Lose Your Language ?.\n \n \n \n \n\n\n \n Fishman, J. A.\n\n\n \n\n\n\n In Stabilizing Indigenous Languages, pages 71–81. 1996.\n \n\n\n\n
\n\n\n\n \n \n $\"What$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@incollection{fishman_what_1996,\n\ttitle = {What {Do} {You} {Lose} {When} {You} {Lose} {Your} {Language} ?},\n\turl = {http://www2.nau.edu/jar/SIL/Fishman1.pdf},\n\tbooktitle = {Stabilizing {Indigenous} {Languages}},\n\tauthor = {Fishman, Joshua A.},\n\tyear = {1996},\n\tkeywords = {American Indian Languages, Community Role, Cultural Influences, Cultural Maintenance, Elementary Secondary Education, Family Role, Identification (Psychology), Indigenous Populations, Language Attitudes, Language Maintenance, Language Shift, Language Skill Attrition, Language acquisition, Native Americans, Native Language Instruction, Native Speakers, School Role, Sociolinguistics, Values},\n\tpages = {71--81},\n}\n\n

\n\n\n\n

\n\n\n

@article{hogg_effects_1996,\n\ttitle = {Effects of {Ethnolinguistic} {Vitality}, {Ethnic} {Identification}, and {Linguistic} {Contacts} on {Minority} {Language} {Use}},\n\tvolume = {15},\n\tissn = {0261-927X},\n\turl = {http://jls.sagepub.com/cgi/doi/10.1177/0261927X960151005},\n\tdoi = {10.1177/0261927X960151005},\n\tnumber = {1},\n\tjournal = {Journal of Language and Social Psychology},\n\tauthor = {Hogg, M. a. and Rigoli, N.},\n\tmonth = mar,\n\tyear = {1996},\n\tpages = {76--89},\n}\n\n

\n\n\n\n

\n\n\n

@article{francis_stories_1996,\n\ttitle = {Stories for {Language} {Revitalization} in {Nahuatl} and {Chichimeca}},\n\tjournal = {Stablizing Indigenous Languages},\n\tauthor = {Francis, Norbert and Nieto Andrade, Ragael},\n\tyear = {1996},\n\tkeywords = {*American Indian Languages, *Bilingual Education Programs, *Childrens Writing, *Language Maintenance, *Language Skill Attrition, *Native Language Instruction, American Indian Education, Bilingual Students, Elementary Education, Elementary School Students, Foreign Countries, Indigenous Populations, Language Usage, Literacy Education, Mexicans},\n}\n\n

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@incollection{fishman_what_1996,\n\ttitle = {What {Do} {You} {Lose} {When} {You} {Lose} {Your} {Language} ?},\n\turl = {http://www2.nau.edu/jar/SIL/Fishman1.pdf},\n\tbooktitle = {Stabilizing {Indigenous} {Languages}},\n\tauthor = {Fishman, Joshua A.},\n\tyear = {1996},\n\tkeywords = {American Indian Languages, Community Role, Cultural Influences, Cultural Maintenance, Elementary Secondary Education, Family Role, Identification (Psychology), Indigenous Populations, Language Attitudes, Language Maintenance, Language Shift, Language Skill Attrition, Language acquisition, Native Americans, Native Language Instruction, Native Speakers, School Role, Sociolinguistics, Values},\n\tpages = {71--81},\n}\n\n

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\n \n 1995\n \n \n (23)\n \n \n

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\n \n\n \n \n \n \n \n Oral communication in English for speakers of other languages.\n \n \n \n\n\n \n Board., N. Z. S.\n\n\n \n\n\n\n New Zealand Speech Board,, [Wellington, N.Z.] :, 1995.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand_speech_board._oral_1995,\n\taddress = {[Wellington, N.Z.] :},\n\ttitle = {Oral communication in {English} for speakers of other languages.},\n\tpublisher = {New Zealand Speech Board,},\n\tauthor = {New Zealand Speech Board.},\n\tyear = {1995},\n}\n\n

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\n \n\n \n \n \n \n \n New growth from old : the whanau in modern society.\n \n \n \n\n\n \n Metge, J.\n\n\n \n\n\n\n Victoria University Press,, Wellington :, 1995.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{metge_new_1995,\n\taddress = {Wellington :},\n\ttitle = {New growth from old : the whanau in modern society},\n\tisbn = {978-0-86473-246-0},\n\tshorttitle = {New growth from old},\n\tpublisher = {Victoria University Press,},\n\tauthor = {Metge, Joan},\n\tyear = {1995},\n}\n\n

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\n \n\n \n \n \n \n \n International who's who in translation & terminology = Traduction et terminologie : répertoire biographique international.\n \n \n \n\n\n \n latine , U.\n\n\n \n\n\n\n Union Latine ;, Paris :, 1995.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{latine_international_1995,\n\taddress = {Paris :},\n\ttitle = {International who's who in translation \\& terminology = {Traduction} et terminologie : répertoire biographique international.},\n\tisbn = {978-0-9516572-5-6},\n\tshorttitle = {International who's who in translation \\& terminology = {Traduction} et terminologie},\n\tpublisher = {Union Latine ;},\n\tauthor = {latine, Union},\n\tyear = {1995},\n}\n\n

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\n \n\n \n \n \n \n \n \n Discussion: Revaluing Indigenous Language Resources through Language Planning.\n \n \n \n \n\n\n \n Silentman, I.\n\n\n \n\n\n\n The Bilingual Research Journal, 19(1): 179–182. 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Discussion:$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{silentman_discussion:_1995,\n\ttitle = {Discussion: {Revaluing} {Indigenous} {Language} {Resources} through {Language} {Planning}},\n\tvolume = {19},\n\turl = {http://www.ncela.us/files/rcd/BE021526/Revaluing_Indigenous_Language.pdf},\n\tabstract = {Language planning encompasses the various roles language plays in the building of communities and nations (Ruiz, 1994). Zepeda, Holm \\& Holm, and McLaughlin speak of how O'odham and Navajo, respectively, serve specific purposes in the schools and communities of their speakers. Begay, Dick, Estell, Estell, McCarty and Sells discuss the micro-level processes centered on language education and the revaluing of Navajo in the school at Rough Rock. All involve aspects of language planning. Ruiz (1990) distinguishes two categories of language planning: corpus planning and status planning. Corpus planning includes the graphic representation, standardization, functions of and attitudes toward the language. Holm \\& Holm, in their synopsis of the development of Navajo language education, give as examples of corpus planning the spelling of Navajo, standardization of its orthography, and the creation of a written literature. The pride in and attitudes toward Navajo described by Holm \\& Holm for students at Rock Point and Fort Defiance, Begay et al.'s discussion of similar changes at Rough Rock, the narrative accounts presented by Freeman, Stairs, Corbière \\& Lazore, and Zepeda's oral-written literacy continuum represent the processes of corpus planning.},\n\tnumber = {1},\n\tjournal = {The Bilingual Research Journal},\n\tauthor = {Silentman, Irene},\n\tyear = {1995},\n\tpages = {179--182},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n Modern Irish: A Case Study in Language.\n \n \n \n \n\n\n \n Carnie, A.\n\n\n \n\n\n\n , 28: 99–114. 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Modern$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{carnie_modern_1995,\n\tseries = {Papers on {Endangered} {Languages}, {MIT} {Working} {Papers} in {Linguistics}},\n\ttitle = {Modern {Irish}: {A} {Case} {Study} in {Language}},\n\tvolume = {28},\n\turl = {http://dingo.sbs.arizona.edu/ carnie/publications/PDF/Endangered.pdf},\n\tauthor = {Carnie, Andrew},\n\tyear = {1995},\n\tkeywords = {Attitudinal Difficulties, Celtic, Chronology, Demographics, Educational Systems, International, Isolation, Language Decline, Modern Irish Language, Monolingual English Immigration, Mārama Pū / Critical Awareness, Peasant language, Republic of Ireland, Revival movement, Solutions, statistics},\n\tpages = {99--114},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language revival and reversal.\n \n \n \n \n\n\n \n Baker, C.\n\n\n \n\n\n\n Language. 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{baker_language_1995,\n\ttitle = {Language revival and reversal},\n\turl = {http://www.nzcer.org.nz/nzcerpress/set/articles/language-revival-and-reversal},\n\tjournal = {Language},\n\tauthor = {Baker, Colin},\n\tyear = {1995},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n Language planning considerations in Indigenous Communities.\n \n \n \n \n\n\n \n Ruiz, R.\n\n\n \n\n\n\n The Bilingual Research Journal, 19(1): 71–81. 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@article{ruiz_language_1995,\n\ttitle = {Language planning considerations in {Indigenous} {Communities}},\n\tvolume = {19},\n\turl = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.125.8096&rep=rep1&type=pdf},\n\tabstract = {Federally-funded bilingual programs for American Indian/Alaska Native students are addressesed from a language planning perspective. The discussion identifies three language policy types—endoglossic (community-oriented), exoglossic (externally-oriented), and mixed policies —and their relationship to American Indian/Alaska Native bilingual education. Federally-funded bilingual education represents an exoglossic policy for indigenous communities and as such, can lead to language loss. The recommendation here is that indigenous communities begin now to develop endoglossic policies that will reinforce past efforts in bilingual education while simultaneously stabilizing community heritage languages},\n\tnumber = {1},\n\tjournal = {The Bilingual Research Journal},\n\tauthor = {Ruiz, Richard},\n\tyear = {1995},\n\tkeywords = {Language Planning},\n\tpages = {71--81},\n}\n\n

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\n \n\n \n \n \n \n \n \n Maintaining and Renewing Native Languages.\n \n \n \n \n\n\n \n Reyhner, J.; and Tennant, E.\n\n\n \n\n\n\n The Bilingual Research Journal, 19(2): 279–304. 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Maintaining$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{reyhner_maintaining_1995,\n\ttitle = {Maintaining and {Renewing} {Native} {Languages}},\n\tvolume = {19},\n\turl = {http://jan.ucc.nau.edu/ jar/Main.html},\n\tabstract = {This article reviews research on maintaining and renewing American Indian languages. A rationale is given for the importance of maintaining tribal languages in terms of Native students' cross-cultural understanding. Then Joshua Fishman's theoretical paradigm for reversing language shift is summarized and tribal and national language policies are reviewed. Early childhood, elementary, secondary, and tribal college native language efforts are described along with Navajo and Yup'ik examples of school-based native-language maintenance/renewal efforts. Based on the research of tribal native- language renewal efforts and current research on second language teaching, specific suggestions are given for maintaining and renewing native languages.},\n\tnumber = {2},\n\tjournal = {The Bilingual Research Journal},\n\tauthor = {Reyhner, Jon and Tennant, Edward},\n\tyear = {1995},\n\tpages = {279--304},\n}\n\n

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\n \n\n \n \n \n \n \n \n Endangered Native American Languages: What is to be done, and why?.\n \n \n \n \n\n\n \n Crawford, J.\n\n\n \n\n\n\n The Bilingual Research Journal, 19(1): 17–38. 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Endangered$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{crawford_endangered_1995,\n\ttitle = {Endangered {Native} {American} {Languages}: {What} is to be done, and why?},\n\tvolume = {19},\n\tissn = {1523-5882},\n\turl = {http://www.ncela.us/files/rcd/BE021828/Endangered_Native_American.pdf},\n\tdoi = {10.1080/15235882.1995.10668589},\n\tabstract = {Language loss, a global phenomenon, is accelerating among indigenous groups in the United States. A large majority of Native American vernaculars are spoken only by elders and the remainder are fast approaching that status, as growing numbers of children speak only English. Inevitably comparisons are drawn between the threat to language diversity and the (better-publicized) threat to biological diversity. Yet biomorphic metaphor—e.g. "language murder," "language suicide"—can be simplistic and misleading. They tend to distort answers to critical questions in formulating a policy response: What causes language loss? How can it be reversed? Why should we care? The},\n\tnumber = {1},\n\tjournal = {The Bilingual Research Journal},\n\tauthor = {Crawford, James},\n\tyear = {1995},\n\tkeywords = {Causes of language death, Coercive assimilation policy, Eradication of Indian Languages, Grammatical competence, Language Death cures, Language Health, Mārama Pū / Critical Awareness, Tribal Control, Tribal initiative, language loss},\n\tpages = {17--38},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te hoe nuku roa framework a maori identity measure.\n \n \n \n \n\n\n \n Durie, M. H.\n\n\n \n\n\n\n The Journal of the Polynesian Society,461–470. 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{durie_te_1995,\n\ttitle = {Te hoe nuku roa framework a maori identity measure},\n\turl = {http://www.jstor.org/stable/20706636},\n\turldate = {2015-12-21},\n\tjournal = {The Journal of the Polynesian Society},\n\tauthor = {Durie, M. H.},\n\tyear = {1995},\n\tpages = {461--470},\n}\n\n

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\n \n\n \n \n \n \n \n Ka Pai ano te rua reo ; He whakaparahako.\n \n \n \n\n\n \n Peti. Nohotima\n\n\n \n\n\n\n Te Pou Taki Korero, 1995.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{peti._nohotima_ka_1995,\n\ttitle = {Ka {Pai} ano te rua reo ; {He} whakaparahako},\n\tabstract = {Kāore i te wātea (out of print). He kōrero tā te rīpene whakarongo nei e pā ana ki ngā huanga o te tangata e mōhio ana ki te kōrero i ngā reo rua, arā, te reo Māori me te reo Ingarihi. Kei roto i te pukapuka "He Kohikohinga Tekau" te tuhinga a te rīpene (nama take 93409). Kei te taha tuarua o te rīpene te kōrero 'He Whakaparahako' nā Peti Nohotima. (tirohia te urunga kē, kia ōrite te nama take},\n\tlanguage = {mao},\n\tpublisher = {Te Pou Taki Korero},\n\tauthor = {{Peti. Nohotima}},\n\tyear = {1995},\n\tkeywords = {Bilingualism Juvenile fiction., Discrimination Juvenile fiction., Maori language Readers Juvenile sound recordings., Pānui pukapuka., Talking books for children.},\n}\n\n

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\n \n\n \n \n \n \n \n Language Endangerment in the Pacific.\n \n \n \n\n\n \n Grimes, J. E\n\n\n \n\n\n\n Oceanic Linguistics, 34(1): 1–12. 1995.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{grimes_language_1995,\n\ttitle = {Language {Endangerment} in the {Pacific}},\n\tvolume = {34},\n\tissn = {0029-8115},\n\tdoi = {10.2307/3623108},\n\tabstract = {Estimates of the number of first language speakers are available for most of the languages of the Pacific. Taken together, these reveal a pattern of size distribution may relate that to the inability of some languages to survive. The pattern is close to the log normal distribution, which characteristically results from multiple growth processes in which growth rate is independent of size. When language size distributions are compared to the theoretical curve, how- ever, the smaller languages deviate from the expected size at rates that show two points of maximum change. The higher appears to relate to potential en- dangerment and the lower to critical endangerment.},\n\tnumber = {1},\n\tjournal = {Oceanic Linguistics},\n\tauthor = {Grimes, Joseph E},\n\tyear = {1995},\n\tpages = {1--12},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n \n Maintaining Languages What Works? What Doesn't?.\n \n \n \n \n\n\n \n Fishman, J. A.\n\n\n \n\n\n\n In Stabilizing Indigenous Languages, pages 165–175. 1995.\n \n\n\n\n
\n\n\n\n \n \n $\"Maintaining$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@incollection{fishman_maintaining_1995,\n\ttitle = {Maintaining {Languages} {What} {Works}? {What} {Doesn}'t?},\n\tisbn = {0-9624990-1-3},\n\turl = {http://jan.ucc.nau.edu/ jar/SIL/Fishman2.pdf},\n\tabstract = {The last time many of us were assembled at this university Dang Pham, Deputy Director of the Office of Bilingual Education and Minority Languages Affairs, indicated that the United States Government recognizes a special debt of responsibility to assist Native American peoples to foster and strengthen their languages. This second conference at Northern Arizona University was to be a more concrete step in that direction, listening to ideas, perhaps formulating plans that could benefit from such support, and I am sure that all of you are going to be very alert, just as I am, are going to be very alert, to see if any of the promises that were made at the first meeting will materialize. It is an understatement to say that I am pleased and honored to be here. The opportunity to interact with American Indian languages and their activists is an experience that very few sociolinguists in the United States have been able to have. The reason old-timers like myself still come to these meetings is because sometimes we hear a younger colleague saying things that make us understand language maintenance even better than before, let alone finding out what they are doing, which is what we really have to keep up with. But},\n\tbooktitle = {Stabilizing {Indigenous} {Languages}},\n\tauthor = {Fishman, Joshua A.},\n\tyear = {1995},\n\tpages = {165--175},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{silentman_discussion:_1995,\n\ttitle = {Discussion: {Revaluing} {Indigenous} {Language} {Resources} through {Language} {Planning}},\n\tvolume = {19},\n\turl = {http://www.ncela.us/files/rcd/BE021526/Revaluing_Indigenous_Language.pdf},\n\tabstract = {Language planning encompasses the various roles language plays in the building of communities and nations (Ruiz, 1994). Zepeda, Holm \\& Holm, and McLaughlin speak of how O'odham and Navajo, respectively, serve specific purposes in the schools and communities of their speakers. Begay, Dick, Estell, Estell, McCarty and Sells discuss the micro-level processes centered on language education and the revaluing of Navajo in the school at Rough Rock. All involve aspects of language planning. Ruiz (1990) distinguishes two categories of language planning: corpus planning and status planning. Corpus planning includes the graphic representation, standardization, functions of and attitudes toward the language. Holm \\& Holm, in their synopsis of the development of Navajo language education, give as examples of corpus planning the spelling of Navajo, standardization of its orthography, and the creation of a written literature. The pride in and attitudes toward Navajo described by Holm \\& Holm for students at Rock Point and Fort Defiance, Begay et al.'s discussion of similar changes at Rough Rock, the narrative accounts presented by Freeman, Stairs, Corbière \\& Lazore, and Zepeda's oral-written literacy continuum represent the processes of corpus planning.},\n\tnumber = {1},\n\tjournal = {The Bilingual Research Journal},\n\tauthor = {Silentman, Irene},\n\tyear = {1995},\n\tpages = {179--182},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{carnie_modern_1995,\n\tseries = {Papers on {Endangered} {Languages}, {MIT} {Working} {Papers} in {Linguistics}},\n\ttitle = {Modern {Irish}: {A} {Case} {Study} in {Language}},\n\tvolume = {28},\n\turl = {http://dingo.sbs.arizona.edu/ carnie/publications/PDF/Endangered.pdf},\n\tauthor = {Carnie, Andrew},\n\tyear = {1995},\n\tkeywords = {Attitudinal Difficulties, Celtic, Chronology, Demographics, Educational Systems, International, Isolation, Language Decline, Modern Irish Language, Monolingual English Immigration, Mārama Pū / Critical Awareness, Peasant language, Republic of Ireland, Revival movement, Solutions, statistics},\n\tpages = {99--114},\n}\n\n

\n\n\n\n

\n\n\n

@article{baker_language_1995,\n\ttitle = {Language revival and reversal},\n\turl = {http://www.nzcer.org.nz/nzcerpress/set/articles/language-revival-and-reversal},\n\tjournal = {Language},\n\tauthor = {Baker, Colin},\n\tyear = {1995},\n}\n\n

\n\n\n\n

\n\n\n

@article{ruiz_language_1995,\n\ttitle = {Language planning considerations in {Indigenous} {Communities}},\n\tvolume = {19},\n\turl = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.125.8096&rep=rep1&type=pdf},\n\tabstract = {Federally-funded bilingual programs for American Indian/Alaska Native students are addressesed from a language planning perspective. The discussion identifies three language policy types—endoglossic (community-oriented), exoglossic (externally-oriented), and mixed policies —and their relationship to American Indian/Alaska Native bilingual education. Federally-funded bilingual education represents an exoglossic policy for indigenous communities and as such, can lead to language loss. The recommendation here is that indigenous communities begin now to develop endoglossic policies that will reinforce past efforts in bilingual education while simultaneously stabilizing community heritage languages},\n\tnumber = {1},\n\tjournal = {The Bilingual Research Journal},\n\tauthor = {Ruiz, Richard},\n\tyear = {1995},\n\tpages = {71--81},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{reyhner_maintaining_1995,\n\ttitle = {Maintaining and {Renewing} {Native} {Languages}},\n\tvolume = {19},\n\turl = {http://jan.ucc.nau.edu/ jar/Main.html},\n\tabstract = {This article reviews research on maintaining and renewing American Indian languages. A rationale is given for the importance of maintaining tribal languages in terms of Native students' cross-cultural understanding. Then Joshua Fishman's theoretical paradigm for reversing language shift is summarized and tribal and national language policies are reviewed. Early childhood, elementary, secondary, and tribal college native language efforts are described along with Navajo and Yup'ik examples of school-based native-language maintenance/renewal efforts. Based on the research of tribal native- language renewal efforts and current research on second language teaching, specific suggestions are given for maintaining and renewing native languages.},\n\tnumber = {2},\n\tjournal = {The Bilingual Research Journal},\n\tauthor = {Reyhner, Jon and Tennant, Edward},\n\tyear = {1995},\n\tpages = {279--304},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{crawford_endangered_1995,\n\ttitle = {Endangered {Native} {American} {Languages}: {What} is to be done, and why?},\n\tvolume = {19},\n\tissn = {1523-5882},\n\turl = {http://www.ncela.us/files/rcd/BE021828/Endangered_Native_American.pdf},\n\tdoi = {10.1080/15235882.1995.10668589},\n\tabstract = {Language loss, a global phenomenon, is accelerating among indigenous groups in the United States. A large majority of Native American vernaculars are spoken only by elders and the remainder are fast approaching that status, as growing numbers of children speak only English. Inevitably comparisons are drawn between the threat to language diversity and the (better-publicized) threat to biological diversity. Yet biomorphic metaphor—e.g. "language murder," "language suicide"—can be simplistic and misleading. They tend to distort answers to critical questions in formulating a policy response: What causes language loss? How can it be reversed? Why should we care? The},\n\tnumber = {1},\n\tjournal = {The Bilingual Research Journal},\n\tauthor = {Crawford, James},\n\tyear = {1995},\n\tkeywords = {Causes of language death, Coercive assimilation policy, Eradication of Indian Languages, Grammatical competence, Language Death cures, Language Health, Mārama Pū / Critical Awareness, Tribal Control, Tribal initiative, language loss},\n\tpages = {17--38},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{durie_te_1995,\n\ttitle = {Te hoe nuku roa framework a maori identity measure},\n\turl = {http://www.jstor.org/stable/20706636},\n\turldate = {2015-12-21},\n\tjournal = {The Journal of the Polynesian Society},\n\tauthor = {Durie, M. H.},\n\tyear = {1995},\n\tpages = {461--470},\n}\n\n

\n\n\n\n

\n\n\n

@book{peti._nohotima_ka_1995,\n\ttitle = {Ka {Pai} ano te rua reo ; {He} whakaparahako},\n\tabstract = {Kāore i te wātea (out of print). He kōrero tā te rīpene whakarongo nei e pā ana ki ngā huanga o te tangata e mōhio ana ki te kōrero i ngā reo rua, arā, te reo Māori me te reo Ingarihi. Kei roto i te pukapuka "He Kohikohinga Tekau" te tuhinga a te rīpene (nama take 93409). Kei te taha tuarua o te rīpene te kōrero 'He Whakaparahako' nā Peti Nohotima. (tirohia te urunga kē, kia ōrite te nama take},\n\tlanguage = {mao},\n\tpublisher = {Te Pou Taki Korero},\n\tauthor = {{Peti. Nohotima}},\n\tyear = {1995},\n\tkeywords = {Bilingualism Juvenile fiction., Discrimination Juvenile fiction., Maori language Readers Juvenile sound recordings., Pānui pukapuka., Talking books for children.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{grimes_language_1995,\n\ttitle = {Language {Endangerment} in the {Pacific}},\n\tvolume = {34},\n\tissn = {0029-8115},\n\tdoi = {10.2307/3623108},\n\tabstract = {Estimates of the number of first language speakers are available for most of the languages of the Pacific. Taken together, these reveal a pattern of size distribution may relate that to the inability of some languages to survive. The pattern is close to the log normal distribution, which characteristically results from multiple growth processes in which growth rate is independent of size. When language size distributions are compared to the theoretical curve, how- ever, the smaller languages deviate from the expected size at rates that show two points of maximum change. The higher appears to relate to potential en- dangerment and the lower to critical endangerment.},\n\tnumber = {1},\n\tjournal = {Oceanic Linguistics},\n\tauthor = {Grimes, Joseph E},\n\tyear = {1995},\n\tpages = {1--12},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@incollection{fishman_maintaining_1995,\n\ttitle = {Maintaining {Languages} {What} {Works}? {What} {Doesn}'t?},\n\tisbn = {0-9624990-1-3},\n\turl = {http://jan.ucc.nau.edu/ jar/SIL/Fishman2.pdf},\n\tabstract = {The last time many of us were assembled at this university Dang Pham, Deputy Director of the Office of Bilingual Education and Minority Languages Affairs, indicated that the United States Government recognizes a special debt of responsibility to assist Native American peoples to foster and strengthen their languages. This second conference at Northern Arizona University was to be a more concrete step in that direction, listening to ideas, perhaps formulating plans that could benefit from such support, and I am sure that all of you are going to be very alert, just as I am, are going to be very alert, to see if any of the promises that were made at the first meeting will materialize. It is an understatement to say that I am pleased and honored to be here. The opportunity to interact with American Indian languages and their activists is an experience that very few sociolinguists in the United States have been able to have. The reason old-timers like myself still come to these meetings is because sometimes we hear a younger colleague saying things that make us understand language maintenance even better than before, let alone finding out what they are doing, which is what we really have to keep up with. But},\n\tbooktitle = {Stabilizing {Indigenous} {Languages}},\n\tauthor = {Fishman, Joshua A.},\n\tyear = {1995},\n\tpages = {165--175},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1994\n \n \n (9)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Oral communication assessments.\n \n \n \n\n\n \n Board., N. Z. S.\n\n\n \n\n\n\n New Zealand Speech Board,, [Wellington, N.Z.] :, 1994.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand_speech_board._oral_1994,\n\taddress = {[Wellington, N.Z.] :},\n\ttitle = {Oral communication assessments.},\n\tpublisher = {New Zealand Speech Board,},\n\tauthor = {New Zealand Speech Board.},\n\tyear = {1994},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Parliamentary practice in New Zealand.\n \n \n \n\n\n \n McGee, D. G.\n\n\n \n\n\n\n GP Publications,, Wellington, N.Z. :, 1994.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{mcgee_parliamentary_1994,\n\taddress = {Wellington, N.Z. :},\n\ttitle = {Parliamentary practice in {New} {Zealand}},\n\tisbn = {978-1-86956-110-9},\n\tpublisher = {GP Publications,},\n\tauthor = {McGee, David G.},\n\tyear = {1994},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n A study of mathematics achievement in a kura kaupapa Maori.\n \n \n \n \n\n\n \n Aspin, S. C.; and Victoria University of Wellington, H. P.\n\n\n \n\n\n\n 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{aspin_study_1994,\n\ttitle = {A study of mathematics achievement in a kura kaupapa {Maori}},\n\turl = {http://link.kotui.org.nz/portal/A-study-of-mathematics-achievement-in-a-kura/gEXVlKMvUSY/},\n\turldate = {2017-03-27},\n\tauthor = {Aspin, Stanley Clive and Victoria University of Wellington, He Pārekereke},\n\tyear = {1994},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Purism vs. compromise in language revitalization and language revival.\n \n \n \n \n\n\n \n Dorian, N. C\n\n\n \n\n\n\n Volume 23 Cambridge University Press, 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"Purism$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{dorian_purism_1994,\n\ttitle = {Purism vs. compromise in language revitalization and language revival},\n\tvolume = {23},\n\tisbn = {00474045},\n\turl = {https://www.jstor.org/stable/4168553?seq=1#page_scan_tab_contents},\n\tabstract = {Conservative attitudes toward loanwords and toward change in grammar often hamper efforts to revitalize endangered languages (Tiwi, Austra- lia); and incompatible conservatisms can separate educated revitalizers, interested in historicity, from remaining speakers interested in locally authentic idiomaticity (Irish). Native-speaker conservatism is likely to constitute a barrier to coinage (Gaelic, Scotland), and unrealistically severe older-speaker purism can discourage younger speakers where edu- cation in a minority language is unavailable (Nahuatl, Mexico). Even in the case of a once entirely extinct language, rival authenticities can prove a severe problem (the Cornish revival movement in Britain). Evidence from obsolescent Arvanitika (Greece), from Pennsylvania German (US), and from Irish in Northern Ireland (the successful Shaw's Road commu- nity in Belfast) suggests that structural compromise may enhance survival chances; and the case of English in the post-Norman period indicates that restructuring by intense language contact can leave a language both viable and versatile, with full potential for future expansion.},\n\tlanguage = {eng},\n\tnumber = {4},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Dorian, Nancy C},\n\tyear = {1994},\n\tkeywords = {Attitudes, Conservative attitides, Educated revitalisers, Endangered Languages, Intense language contact, Language Revival, Native-speaker conservatism, Rival authenticities, Structural Comprimise, minority languages},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Exploring the Cyber-Rohe. Māori Identity and the Internet.\n \n \n \n \n\n\n \n Muhamad-Brandner, C.\n\n\n \n\n\n\n Ph.D. Thesis, 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"Exploring$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{muhamad-brandner_exploring_1994,\n\ttitle = {Exploring the {Cyber}-{Rohe}. {Māori} {Identity} and the {Internet}},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/6382},\n\tabstract = {This thesis investigates the internet as a site of identity construction and poses the question Does the internet contribute to Māori identity offline? at its core. Previous research in this area concentrated on Māori language use online or was otherwise focused. A comprehensive exploration of Māori cyberspace and its use is missing to this day. This thesis hence has two objectives; firstly to develop a broad but in-depth understanding of the Māori webspace and secondly to investigate Māori internet users' experiences. Engagement with theoretical and conceptual secondary literature provides the necessary background information to contextualize the empirical part of this thesis which consists of a mixed-methods approach: hyperlink network analysis, investigation of sample-sites regarding their content and language use, online questionnaires directed at Māori website providers and semi-structured interviews with regular users of Māori internet sites. The research concludes that the internet can indeed be considered a relevant site of identity negotiation and assertion of Māori as an ethnic group. It was found that a wide range of content pertinent to Māoridom was made available, the Māori language was utilized and the internet's structure was increasingly indigenized. However, on the level of the individual the internet's potential as a site of identity construction is more ambivalent and is strongly linked to each person's life circumstances. The research showed that while an increasing number of Māori gain access to the internet, content concerned with Māori cultural knowledge is limited in depth. Māori with a strong identity and with ready access to knowledgeable individuals view face-to-face interaction as paramount when learning about Māoridom. Those with a strong identity as Māori but who cannot easily approach knowledgeable people face-to-face due to their circumstances perceived access to information online to be paramount. Both groups then see the internet similarly unsuitable in furthering their Māori identity but their reasons differ; the first because they value traditional practices and the latter because their level of knowledge exceeds the basic information available online. The internet, this research concludes, is hence most apt to function as a starting point for individuals discovering or asserting their identity as Māori.},\n\tauthor = {Muhamad-Brandner, Catharina},\n\tyear = {1994},\n\tkeywords = {Computer networks, Cyberspace, Identification, Internet, Maori Culture, Maori identity, Maori language, Maori people, Online social networks, Te reo Maori, Web sites},\n}\n\n

\n\n\n

\n This thesis investigates the internet as a site of identity construction and poses the question Does the internet contribute to Māori identity offline? at its core. Previous research in this area concentrated on Māori language use online or was otherwise focused. A comprehensive exploration of Māori cyberspace and its use is missing to this day. This thesis hence has two objectives; firstly to develop a broad but in-depth understanding of the Māori webspace and secondly to investigate Māori internet users' experiences. Engagement with theoretical and conceptual secondary literature provides the necessary background information to contextualize the empirical part of this thesis which consists of a mixed-methods approach: hyperlink network analysis, investigation of sample-sites regarding their content and language use, online questionnaires directed at Māori website providers and semi-structured interviews with regular users of Māori internet sites. The research concludes that the internet can indeed be considered a relevant site of identity negotiation and assertion of Māori as an ethnic group. It was found that a wide range of content pertinent to Māoridom was made available, the Māori language was utilized and the internet's structure was increasingly indigenized. However, on the level of the individual the internet's potential as a site of identity construction is more ambivalent and is strongly linked to each person's life circumstances. The research showed that while an increasing number of Māori gain access to the internet, content concerned with Māori cultural knowledge is limited in depth. Māori with a strong identity and with ready access to knowledgeable individuals view face-to-face interaction as paramount when learning about Māoridom. Those with a strong identity as Māori but who cannot easily approach knowledgeable people face-to-face due to their circumstances perceived access to information online to be paramount. Both groups then see the internet similarly unsuitable in furthering their Māori identity but their reasons differ; the first because they value traditional practices and the latter because their level of knowledge exceeds the basic information available online. The internet, this research concludes, is hence most apt to function as a starting point for individuals discovering or asserting their identity as Māori.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Kia matatau ki te reo: Factors influencing the development of proficiency in te reo Māori with adult learners.\n \n \n \n \n\n\n \n Ratima, M.\n\n\n \n\n\n\n Ph.D. Thesis, 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"Kia$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@phdthesis{ratima_kia_1994,\n\ttitle = {Kia matatau ki te reo: {Factors} influencing the development of proficiency in te reo {Māori} with adult learners},\n\turl = {http://researchcommons.waikato.ac.nz/bitstream/handle/10289/7396/thesis.pdf?sequence=3&isAllowed=y},\n\tabstract = {This thesis sought to answer the question: what factors help or hinder adult Māori second language learners to become proficient speakers of te reo Māori? I ask this question at moment in history when te reo, like other indigenous languages, sits on the edge of a precipice in terms of its survival as a living language. Ambivalence and inaction will almost certainly constitute a push towards oblivion. Nothing less than concerted effort can pull te reo back from the brink. But what kind of concerted effort is needed and how can individual learners optimise their efforts to learn te reo? Te reo must survive because, as Sir James Henare put it, ‘ko te reo te hā o te Māoritanga', meaning ‘the language is the essence of Māori culture.' Without te reo the very survival of Māori people as Māori is in doubt. My questions and the thesis occupy a multidisciplinary space, drawing on research from adult second language acquisition, teaching pedagogy and language revitalisation. The thesis makes an original contribution to all three bodies of literature by examining data from a previously untapped source; successful adult Māori language learners. I interviewed 17 participants. All highly proficient second language speakers of te reo. All learned te reo as adults. Adult second language learning of endangered languages is broadly acknowledged in Second Language Acquisition (SLA) as essential to re-establishing Intergenerational Transmission of Language (ITL) in the home to ensure an endangered language is passed on to future generations. The interview questionnaire was based loosely on 10 help/hinder factors I identified through a review of the literature from the three research fields (adult second language acquisition, teaching pedagogy and language revitalisation). The ten factors identified in the review were; language aptitude, age, learner attitudes and motivation, learning strategies, instruction, agency and anxiety, wairua (the spiritual dimension), demography, language status, and language planning. There were three key findings. First, Māori second language learners abilities to establish and maintain loving and supportive relationships with Māori language speakers was crucial to their language development. Second, current theories of motivation in the existing Second Language Acquisition (SLA) literature do not address Māori experiences of language learning. I have proposed ‘social service theory' to better account for these participants' motivations to learn. Third, participants experienced language learning as cultural learning and this has two major implications; learners must be open to cultural change; and teachers must understand and live by tikanga Māori (Māori culture)},\n\tauthor = {Ratima, Matiu},\n\tyear = {1994},\n}\n\n

\n\n\n

\n This thesis sought to answer the question: what factors help or hinder adult Māori second language learners to become proficient speakers of te reo Māori? I ask this question at moment in history when te reo, like other indigenous languages, sits on the edge of a precipice in terms of its survival as a living language. Ambivalence and inaction will almost certainly constitute a push towards oblivion. Nothing less than concerted effort can pull te reo back from the brink. But what kind of concerted effort is needed and how can individual learners optimise their efforts to learn te reo? Te reo must survive because, as Sir James Henare put it, ‘ko te reo te hā o te Māoritanga', meaning ‘the language is the essence of Māori culture.' Without te reo the very survival of Māori people as Māori is in doubt. My questions and the thesis occupy a multidisciplinary space, drawing on research from adult second language acquisition, teaching pedagogy and language revitalisation. The thesis makes an original contribution to all three bodies of literature by examining data from a previously untapped source; successful adult Māori language learners. I interviewed 17 participants. All highly proficient second language speakers of te reo. All learned te reo as adults. Adult second language learning of endangered languages is broadly acknowledged in Second Language Acquisition (SLA) as essential to re-establishing Intergenerational Transmission of Language (ITL) in the home to ensure an endangered language is passed on to future generations. The interview questionnaire was based loosely on 10 help/hinder factors I identified through a review of the literature from the three research fields (adult second language acquisition, teaching pedagogy and language revitalisation). The ten factors identified in the review were; language aptitude, age, learner attitudes and motivation, learning strategies, instruction, agency and anxiety, wairua (the spiritual dimension), demography, language status, and language planning. There were three key findings. First, Māori second language learners abilities to establish and maintain loving and supportive relationships with Māori language speakers was crucial to their language development. Second, current theories of motivation in the existing Second Language Acquisition (SLA) literature do not address Māori experiences of language learning. I have proposed ‘social service theory' to better account for these participants' motivations to learn. Third, participants experienced language learning as cultural learning and this has two major implications; learners must be open to cultural change; and teachers must understand and live by tikanga Māori (Māori culture)\n

\n\n\n

\n \n\n \n \n \n \n \n \n Purism vs. compromise in language revitalization and language revival.\n \n \n \n \n\n\n \n Dorian, N. C\n\n\n \n\n\n\n Volume 23 1994.\n \n\n\n\n
\n\n\n\n \n \n $\"Purism$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{dorian_purism_1994,\n\ttitle = {Purism vs. compromise in language revitalization and language revival},\n\tvolume = {23},\n\tisbn = {00474045},\n\turl = {https://www.jstor.org/stable/4168553?seq=1#page_scan_tab_contents},\n\tabstract = {Conservative attitudes toward loanwords and toward change in grammar often hamper efforts to revitalize endangered languages (Tiwi, Austra- lia); and incompatible conservatisms can separate educated revitalizers, interested in historicity, from remaining speakers interested in locally authentic idiomaticity (Irish). Native-speaker conservatism is likely to constitute a barrier to coinage (Gaelic, Scotland), and unrealistically severe older-speaker purism can discourage younger speakers where edu- cation in a minority language is unavailable (Nahuatl, Mexico). Even in the case of a once entirely extinct language, rival authenticities can prove a severe problem (the Cornish revival movement in Britain). Evidence from obsolescent Arvanitika (Greece), from Pennsylvania German (US), and from Irish in Northern Ireland (the successful Shaw's Road commu- nity in Belfast) suggests that structural compromise may enhance survival chances; and the case of English in the post-Norman period indicates that restructuring by intense language contact can leave a language both viable and versatile, with full potential for future expansion.},\n\tlanguage = {eng},\n\tnumber = {4},\n\tauthor = {Dorian, Nancy C},\n\tyear = {1994},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@phdthesis{muhamad-brandner_exploring_1994,\n\ttitle = {Exploring the {Cyber}-{Rohe}. {Māori} {Identity} and the {Internet}},\n\turl = {https://researchspace.auckland.ac.nz/handle/2292/6382},\n\tabstract = {This thesis investigates the internet as a site of identity construction and poses the question Does the internet contribute to Māori identity offline? at its core. Previous research in this area concentrated on Māori language use online or was otherwise focused. A comprehensive exploration of Māori cyberspace and its use is missing to this day. This thesis hence has two objectives; firstly to develop a broad but in-depth understanding of the Māori webspace and secondly to investigate Māori internet users' experiences. Engagement with theoretical and conceptual secondary literature provides the necessary background information to contextualize the empirical part of this thesis which consists of a mixed-methods approach: hyperlink network analysis, investigation of sample-sites regarding their content and language use, online questionnaires directed at Māori website providers and semi-structured interviews with regular users of Māori internet sites. The research concludes that the internet can indeed be considered a relevant site of identity negotiation and assertion of Māori as an ethnic group. It was found that a wide range of content pertinent to Māoridom was made available, the Māori language was utilized and the internet's structure was increasingly indigenized. However, on the level of the individual the internet's potential as a site of identity construction is more ambivalent and is strongly linked to each person's life circumstances. The research showed that while an increasing number of Māori gain access to the internet, content concerned with Māori cultural knowledge is limited in depth. Māori with a strong identity and with ready access to knowledgeable individuals view face-to-face interaction as paramount when learning about Māoridom. Those with a strong identity as Māori but who cannot easily approach knowledgeable people face-to-face due to their circumstances perceived access to information online to be paramount. Both groups then see the internet similarly unsuitable in furthering their Māori identity but their reasons differ; the first because they value traditional practices and the latter because their level of knowledge exceeds the basic information available online. The internet, this research concludes, is hence most apt to function as a starting point for individuals discovering or asserting their identity as Māori.},\n\tauthor = {Muhamad-Brandner, Catharina},\n\tyear = {1994},\n\tkeywords = {Computer networks, Cyberspace, Identification, Internet, Maori Culture, Maori identity, Maori language, Maori people, Online social networks, Te reo Maori, Web sites},\n}\n\n

\n\n\n

\n\n\n\n\n\n

\n\n

\n \n 1993\n \n \n (14)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Māpihi kahurangi =: Prized treasures: illustrated biographies from Ngā tāngata taumata rau, 1769-1869.\n \n \n \n\n\n \n Orange, C.; and Dictionary of New Zealand Biography (Firm),\n editors.\n \n\n\n \n\n\n\n Bridget Williams Books : Dictionary of New Zealand Biography, Wellington, N.Z, 1993.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{orange_mapihi_1993,\n\taddress = {Wellington, N.Z},\n\ttitle = {Māpihi kahurangi =: {Prized} treasures: illustrated biographies from {Ngā} tāngata taumata rau, 1769-1869},\n\tisbn = {978-0-908912-39-1},\n\tshorttitle = {Māpihi kahurangi =},\n\tlanguage = {maoeng},\n\tpublisher = {Bridget Williams Books : Dictionary of New Zealand Biography},\n\teditor = {Orange, Claudia and {Dictionary of New Zealand Biography (Firm)}},\n\tyear = {1993},\n\tkeywords = {Biography, Maori (New Zealand people), Maori language, Texts},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The Sami, an indigenous people of the Arctic.\n \n \n \n\n\n \n Hætta, O. M.\n\n\n \n\n\n\n D. Girji,, [Karasjok] :, 1993.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{haetta_sami_1993,\n\taddress = {[Karasjok] :},\n\ttitle = {The {Sami}, an indigenous people of the {Arctic}},\n\tisbn = {978-82-7374-186-8},\n\tpublisher = {D. Girji,},\n\tauthor = {Hætta, Odd Mathis.},\n\tyear = {1993},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Maori Teachers Who Leave the Classroom.\n \n \n \n \n\n\n \n Mitchell, H. A.; and Mitchell, M. J.\n\n\n \n\n\n\n NZCER Distribution Services, P.O. Box 3237, Wellington, New Zealand., 1993.\n \n\n\n\n
\n\n\n\n \n \n $\"Maori$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{mitchell_maori_1993,\n\ttitle = {Maori {Teachers} {Who} {Leave} the {Classroom}.},\n\tisbn = {ISBN-0-908916-33-7},\n\turl = {http://eric.ed.gov/?id=ED365480},\n\tabstract = {Interviews with 74 Maori teachers in New Zealand who had resigned from teaching and with 23 other educators examined issues in the retention of Maori teachers. Former Maori teachers are described in terms of: (1) gender and geographical distribution; (2) type of teacher training; (3) colleges of education attended; (4) level of educational attainment; (5) length of teaching career; (6) years since resigning; (7) career history prior to resignation; and (8) current occupation. Former Maori teachers describe their motives for entering and leaving the teaching profession and their experiences in colleges of education, schools, and the education system. They also describe the difficulties faced by many Maori teachers in being Maori in a non-Maori school environment, in being a teacher of Maori language, and in being an advocate of Maori students and their families. Retention issues include the process of applying for teacher training and the teacher training itself, workload, pay and},\n\tlanguage = {en},\n\turldate = {2016-01-18},\n\tpublisher = {NZCER Distribution Services, P.O. Box 3237, Wellington, New Zealand.},\n\tauthor = {Mitchell, Hilary Anne and Mitchell, Maui John},\n\tyear = {1993},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language revival: Restoration or transformation?.\n \n \n \n \n\n\n \n Bentahila, A.; and Davies, E. E.\n\n\n \n\n\n\n Journal of Multilingual and Multicultural Development, 14(5): 355–374. January 1993.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{bentahila_language_1993,\n\ttitle = {Language revival: {Restoration} or transformation?},\n\tvolume = {14},\n\tissn = {0143-4632},\n\tshorttitle = {Language revival},\n\turl = {http://dx.doi.org/10.1080/01434632.1993.9994542},\n\tdoi = {10.1080/01434632.1993.9994542},\n\tabstract = {The literature on language revival reveals conflicting opinions as to what constitutes a successful revival and what factors are relevant to its success. This paper suggests that many of the controversies over what methods revivalists should adopt and what results they should be seeking could be reduced if a clear distinction were recognised between two possible goals of language revival: the process of restoration, which aims at returning the language to a previously more healthy state, and the process of transformation, which seeks to forge new roles for the language. A survey of the methods adopted by various revivalist groups is used to support the conclusion that, while revivalists often dream of restoration, they are far more likely to succeed in achieving a measure of transformation.},\n\tnumber = {5},\n\turldate = {2016-07-20},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Bentahila, Abdelâli and Davies, Eirlys E.},\n\tmonth = jan,\n\tyear = {1993},\n\tkeywords = {Language Revival, Measure transformation, Process of restoration, Process of transformation, Revitalists methods, Successful methods, Survey of methods},\n\tpages = {355--374},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Deprived, Endangered, and Dying Languages.\n \n \n \n \n\n\n \n Bamgbose, A.\n\n\n \n\n\n\n Diogenes, 41(161): 19–25. March 1993.\n \n\n\n\n
\n\n\n\n \n \n $\"Deprived,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{bamgbose_deprived_1993,\n\ttitle = {Deprived, {Endangered}, and {Dying} {Languages}},\n\tvolume = {41},\n\tissn = {0392-1921, 1467-7695},\n\turl = {http://dio.sagepub.com/content/41/161/19},\n\tdoi = {10.1177/039219219304116102},\n\tabstract = {SAGE Publications},\n\tlanguage = {en},\n\tnumber = {161},\n\turldate = {2016-07-20},\n\tjournal = {Diogenes},\n\tauthor = {Bamgbose, Ayo},\n\tmonth = mar,\n\tyear = {1993},\n\tpages = {19--25},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Language maintenance and shift in three New Zealand speech communities.\n \n \n \n\n\n \n Holmes, J.; Roberts, M.; Verivaki, M.; and Aipolo, A.\n\n\n \n\n\n\n Applied Linguistics, 14(1): 1–24. 1993.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{holmes_language_1993,\n\ttitle = {Language maintenance and shift in three {New} {Zealand} speech communities},\n\tvolume = {14},\n\tissn = {01426001},\n\tdoi = {10.1093/applin/14.1.1},\n\tabstract = {Drawing on the results of sociolinguistic research in three ethnically different communities in Wellington, New Zealand, this paper first explores and illustrates the processes of language shift and revival identified in Fishman's (1985a) model. Members of the Tongan, Greek, and Chinese communities were interviewed, and data were collected on their language proficiency, patterns of use in different contexts, and attitudes to their languages. The progression outlined by Fishman (1985a) from high proficiency in the ethnic language to the need for language revival is clearly observable. The second part of the paper illustrates the ways in which the macro-level factors identified by Fishman (1985b) as predictors of successful language maintenance are realized at the community level. Generalizing from detailed observations in the three New Zealand communities, a number of factors which seem to inhibit language shift and support maintenance are described and related to the predictive criteria identified by Fishman's census-based research.},\n\tnumber = {1},\n\tjournal = {Applied Linguistics},\n\tauthor = {Holmes, Janet and Roberts, Mary and Verivaki, Maria and Aipolo, Anahina},\n\tyear = {1993},\n\tpages = {1--24},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Maori word‐processing for indigenous New Zealand young children.\n \n \n \n \n\n\n \n Barbour, B.; Cunningham, S. J.; and Ford, G.\n\n\n \n\n\n\n British Journal of Educational Technology, 24(2): 114–124. 1993.\n \n\n\n\n
\n\n\n\n \n \n $\"Maori$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{barbour_maori_1993,\n\ttitle = {Maori word‐processing for indigenous {New} {Zealand} young children},\n\tvolume = {24},\n\tcopyright = {The full article can be requested from the author},\n\tissn = {0007-1013},\n\turl = {https://www.researchgate.net/publication/230197471_Maori_word-processing_for_indigenous_New_Zealand_young_children},\n\tdoi = {10.1111/j.1467-8535.1993.tb00678.x},\n\tabstract = {We argue that there is an important and as yet unmet need for software that allows each cultural group to express the written word in an indigenous character set. As an example, we present a word‐processing system, Ta Kupu, designed for use in teaching the Maori language to children. The program simplifies the input task by taking advantage of the structural features of the Maori language. The system also includes a data logging, evaluation, and analysis tool, Tirohia, that permits teachers to evaluate a child's familiarity with the word‐processor. The main features of the evaluation software include: the ability to replay a record of a child's interaction in real time; facilities for summarising a child's consistency of use and level of performance; and the capability of examining interaction log files at a fine‐grained level. We also address the application of these data logging and evaluation techniques to the areas of human factors research, interface design and interface evaluation.},\n\tnumber = {2},\n\tjournal = {British Journal of Educational Technology},\n\tauthor = {Barbour, Bob and Cunningham, Sally Jo and Ford, Greg},\n\tyear = {1993},\n\tpages = {114--124},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Immigrant women and language maintenance in Australia and New Zealand1.\n \n \n \n \n\n\n \n Holmes, J.\n\n\n \n\n\n\n International Journal of Applied Linguistics, 3(2): 159–179. December 1993.\n \n\n\n\n
\n\n\n\n \n \n $\"Immigrant$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{holmes_immigrant_1993,\n\ttitle = {Immigrant women and language maintenance in {Australia} and {New} {Zealand1}},\n\tvolume = {3},\n\tissn = {1473-4192},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1111/j.1473-4192.1993.tb00048.x/abstract},\n\tdoi = {10.1111/j.1473-4192.1993.tb00048.x},\n\tabstract = {Until recently, relatively little explicit attention has been paid to gender differences in patterns of language maintenance and shift. This paper examines evidence from research based on census data, questionnaires and interviews, that, in general, among both first-generation and second-generation immigrant groups in New Zealand and Australia, women tend to maintain the ethnic language for longer than men do. Some of the reasons which have been suggested to account for this pattern are critically examined, and the role of women in language change, and especially women's role in relation to language maintenance and shift, is discussed. It is suggested that two interrelated factors contribute to the tendency for women to maintain the ethnic language longer than men: firstly, women's networks encourage more extensive use of the ethnic language in regular social interactions than men's do; and secondly, women tend to place a high value on the distinctive social and affective functions expressed by the ethnic language.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2016-02-05},\n\tjournal = {International Journal of Applied Linguistics},\n\tauthor = {Holmes, Janet},\n\tmonth = dec,\n\tyear = {1993},\n\tpages = {159--179},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{mitchell_maori_1993,\n\ttitle = {Maori {Teachers} {Who} {Leave} the {Classroom}.},\n\tisbn = {ISBN-0-908916-33-7},\n\turl = {http://eric.ed.gov/?id=ED365480},\n\tabstract = {Interviews with 74 Maori teachers in New Zealand who had resigned from teaching and with 23 other educators examined issues in the retention of Maori teachers. Former Maori teachers are described in terms of: (1) gender and geographical distribution; (2) type of teacher training; (3) colleges of education attended; (4) level of educational attainment; (5) length of teaching career; (6) years since resigning; (7) career history prior to resignation; and (8) current occupation. Former Maori teachers describe their motives for entering and leaving the teaching profession and their experiences in colleges of education, schools, and the education system. They also describe the difficulties faced by many Maori teachers in being Maori in a non-Maori school environment, in being a teacher of Maori language, and in being an advocate of Maori students and their families. Retention issues include the process of applying for teacher training and the teacher training itself, workload, pay and},\n\tlanguage = {en},\n\turldate = {2016-01-18},\n\tpublisher = {NZCER Distribution Services, P.O. Box 3237, Wellington, New Zealand.},\n\tauthor = {Mitchell, Hilary Anne and Mitchell, Maui John},\n\tyear = {1993},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{bentahila_language_1993,\n\ttitle = {Language revival: {Restoration} or transformation?},\n\tvolume = {14},\n\tissn = {0143-4632},\n\tshorttitle = {Language revival},\n\turl = {http://dx.doi.org/10.1080/01434632.1993.9994542},\n\tdoi = {10.1080/01434632.1993.9994542},\n\tabstract = {The literature on language revival reveals conflicting opinions as to what constitutes a successful revival and what factors are relevant to its success. This paper suggests that many of the controversies over what methods revivalists should adopt and what results they should be seeking could be reduced if a clear distinction were recognised between two possible goals of language revival: the process of restoration, which aims at returning the language to a previously more healthy state, and the process of transformation, which seeks to forge new roles for the language. A survey of the methods adopted by various revivalist groups is used to support the conclusion that, while revivalists often dream of restoration, they are far more likely to succeed in achieving a measure of transformation.},\n\tnumber = {5},\n\turldate = {2016-07-20},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Bentahila, Abdelâli and Davies, Eirlys E.},\n\tmonth = jan,\n\tyear = {1993},\n\tkeywords = {Language Revival, Measure transformation, Process of restoration, Process of transformation, Revitalists methods, Successful methods, Survey of methods},\n\tpages = {355--374},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{bamgbose_deprived_1993,\n\ttitle = {Deprived, {Endangered}, and {Dying} {Languages}},\n\tvolume = {41},\n\tissn = {0392-1921, 1467-7695},\n\turl = {http://dio.sagepub.com/content/41/161/19},\n\tdoi = {10.1177/039219219304116102},\n\tabstract = {SAGE Publications},\n\tlanguage = {en},\n\tnumber = {161},\n\turldate = {2016-07-20},\n\tjournal = {Diogenes},\n\tauthor = {Bamgbose, Ayo},\n\tmonth = mar,\n\tyear = {1993},\n\tpages = {19--25},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{holmes_language_1993,\n\ttitle = {Language maintenance and shift in three {New} {Zealand} speech communities},\n\tvolume = {14},\n\tissn = {01426001},\n\tdoi = {10.1093/applin/14.1.1},\n\tabstract = {Drawing on the results of sociolinguistic research in three ethnically different communities in Wellington, New Zealand, this paper first explores and illustrates the processes of language shift and revival identified in Fishman's (1985a) model. Members of the Tongan, Greek, and Chinese communities were interviewed, and data were collected on their language proficiency, patterns of use in different contexts, and attitudes to their languages. The progression outlined by Fishman (1985a) from high proficiency in the ethnic language to the need for language revival is clearly observable. The second part of the paper illustrates the ways in which the macro-level factors identified by Fishman (1985b) as predictors of successful language maintenance are realized at the community level. Generalizing from detailed observations in the three New Zealand communities, a number of factors which seem to inhibit language shift and support maintenance are described and related to the predictive criteria identified by Fishman's census-based research.},\n\tnumber = {1},\n\tjournal = {Applied Linguistics},\n\tauthor = {Holmes, Janet and Roberts, Mary and Verivaki, Maria and Aipolo, Anahina},\n\tyear = {1993},\n\tpages = {1--24},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Maori word‐processing for indigenous New Zealand young children.\n \n \n \n\n\n \n Barbour, B.; Cunningham, S. J.; and Ford, G.\n\n\n \n\n\n\n British Journal of Educational Technology, 24(2): 114–124. 1993.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{barbour_maori_1993,\n\ttitle = {Maori word‐processing for indigenous {New} {Zealand} young children},\n\tvolume = {24},\n\tissn = {0007-1013},\n\tdoi = {10.1111/j.1467-8535.1993.tb00678.x},\n\tabstract = {We argue that there is an important and as yet unmet need for software that allows each cultural group to express the written word in an indigenous character set. As an example, we present a word‐processing system, Ta Kupu, designed for use in teaching the Maori language to children. The program simplifies the input task by taking advantage of the structural features of the Maori language. The system also includes a data logging, evaluation, and analysis tool, Tirohia, that permits teachers to evaluate a child's familiarity with the word‐processor. The main features of the evaluation software include: the ability to replay a record of a child's interaction in real time; facilities for summarising a child's consistency of use and level of performance; and the capability of examining interaction log files at a fine‐grained level. We also address the application of these data logging and evaluation techniques to the areas of human factors research, interface design and interface evaluation.},\n\tnumber = {2},\n\tjournal = {British Journal of Educational Technology},\n\tauthor = {Barbour, Bob and Cunningham, Sally Jo and Ford, Greg},\n\tyear = {1993},\n\tpages = {114--124},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{holmes_immigrant_1993,\n\ttitle = {Immigrant women and language maintenance in {Australia} and {New} {Zealand1}},\n\tvolume = {3},\n\tissn = {1473-4192},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1111/j.1473-4192.1993.tb00048.x/abstract},\n\tdoi = {10.1111/j.1473-4192.1993.tb00048.x},\n\tabstract = {Until recently, relatively little explicit attention has been paid to gender differences in patterns of language maintenance and shift. This paper examines evidence from research based on census data, questionnaires and interviews, that, in general, among both first-generation and second-generation immigrant groups in New Zealand and Australia, women tend to maintain the ethnic language for longer than men do. Some of the reasons which have been suggested to account for this pattern are critically examined, and the role of women in language change, and especially women's role in relation to language maintenance and shift, is discussed. It is suggested that two interrelated factors contribute to the tendency for women to maintain the ethnic language longer than men: firstly, women's networks encourage more extensive use of the ethnic language in regular social interactions than men's do; and secondly, women tend to place a high value on the distinctive social and affective functions expressed by the ethnic language.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2016-02-05},\n\tjournal = {International Journal of Applied Linguistics},\n\tauthor = {Holmes, Janet},\n\tmonth = dec,\n\tyear = {1993},\n\tpages = {159--179},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1992\n \n \n (14)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Whitefella comin' : aboriginal responses to colonialism in northern Australia.\n \n \n \n\n\n \n Trigger, D. S.\n\n\n \n\n\n\n Cambridge University Press,, Cambridge [England] ;, 1992.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{trigger_whitefella_1992,\n\taddress = {Cambridge [England] ;},\n\ttitle = {Whitefella comin' : aboriginal responses to colonialism in northern {Australia}},\n\tisbn = {978-0-521-40181-4},\n\tshorttitle = {Whitefella comin'},\n\tpublisher = {Cambridge University Press,},\n\tauthor = {Trigger, David S.},\n\tyear = {1992},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Nga Kupu tikanga putaiao = A Selective Maori science vocabulary.\n \n \n \n\n\n \n New Zealand; Learning Media; New Zealand; and Māori Language Commission\n\n\n \n\n\n\n Te Pou Taki Korero, Te Tahuhu o te Matauranga, Te Whanganui a Tara, N.Z., 1992.\n OCLC: 959387962\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand_nga_1992,\n\taddress = {Te Whanganui a Tara, N.Z.},\n\ttitle = {Nga {Kupu} tikanga putaiao = {A} {Selective} {Maori} science vocabulary.},\n\tisbn = {978-0-478-05565-8},\n\tlanguage = {English},\n\tpublisher = {Te Pou Taki Korero, Te Tahuhu o te Matauranga},\n\tauthor = {{New Zealand} and {Learning Media} and {New Zealand} and {Māori Language Commission}},\n\tyear = {1992},\n\tnote = {OCLC: 959387962},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Te Kohanga Reo Hei Tikanga Ako i te Reo Maori: Te Kohanga Reo as a context for language learning.\n \n \n \n \n\n\n \n Hohepa, M.; Smith, L. T.; and McNaughton, S.\n\n\n \n\n\n\n Educational Psychology, 12(3-4): 333–346. January 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{hohepa_te_1992,\n\ttitle = {Te {Kohanga} {Reo} {Hei} {Tikanga} {Ako} i te {Reo} {Maori}: {Te} {Kohanga} {Reo} as a context for language learning},\n\tvolume = {12},\n\tissn = {0144-3410},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/0144341920120314},\n\tdoi = {10.1080/0144341920120314},\n\tnumber = {3-4},\n\tjournal = {Educational Psychology},\n\tauthor = {Hohepa, Margie and Smith, Linda Tuhiwai and McNaughton, Stuart},\n\tmonth = jan,\n\tyear = {1992},\n\tpages = {333--346},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Another view of endangered languages.\n \n \n \n \n\n\n \n Ladefoged, P.\n\n\n \n\n\n\n Linguistic Society of America, 68: b09–b11. 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Another$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{ladefoged_another_1992,\n\tseries = {68},\n\ttitle = {Another view of endangered languages},\n\tvolume = {68},\n\turl = {https://muse.jhu.edu/article/452906},\n\tabstract = {Language seldom publishes opinion pieces, such as that of Hale, Krauss, Watahomigie, Yamamoto, Craig, Jeanne, \\& England 1992 on endangered lan- guages. I have nothing but praise for the work that these linguists do. But language preservation and maintenance is a multifaceted topic on which dif- ferent opinions are possible. The views expressed in these papers are contrary to those held by many responsible linguists, and would not be appropriate in some of the African countries in which I have worked in the last few years. Tanzania, for example, is a country which is striving for unity, and the spreading of Swahili is regarded as a major force in this endeavor. Tribalism is seen as a threat to the development of the nation, and it would not be acting responsibly to do anything which might seem, at least superficially, to aid in its preser- vation.},\n\tjournal = {Linguistic Society of America},\n\tauthor = {Ladefoged, Peter},\n\tyear = {1992},\n\tpages = {b09--b11},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Maori Language in Porirua: A Study of Reported Proficiency, Patterns of use, and Attitudes.\n \n \n \n \n\n\n \n Boyce, M. T.\n\n\n \n\n\n\n . 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Maori$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{boyce_maori_1992,\n\ttitle = {Maori {Language} in {Porirua}: {A} {Study} of {Reported} {Proficiency}, {Patterns} of use, and {Attitudes}},\n\tshorttitle = {Maori {Language} in {Porirua}},\n\turl = {http://restrictedarchive.vuw.ac.nz//handle/123456789/1816},\n\turldate = {2015-12-01},\n\tauthor = {Boyce, Mary Teresa},\n\tyear = {1992},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Maori education and te reo Maori : its status within the culture of this country.\n \n \n \n\n\n \n Sharples, P.\n\n\n \n\n\n\n . 1992.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@article{sharples_maori_1992,\n\ttitle = {Maori education and te reo {Maori} : its status within the culture of this country},\n\tissn = {1171-5103},\n\tshorttitle = {Maori education and te reo {Maori}},\n\tabstract = {Highlights the need for cooperation between institutions offering Maori language courses and for a Maori language resource centre to provide appropriate literature.},\n\tlanguage = {eng},\n\tauthor = {Sharples, Pita},\n\tyear = {1992},\n\tkeywords = {Māori (New Zealand People) – Education, Māori Language},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Te Tatari o te Kaupapa. A rational for Māori assessment.\n \n \n \n \n\n\n \n Ka'ai, T.\n\n\n \n\n\n\n In Qualifications for the 21st century: international conference: conference papers 21-24 January 1992., pages 252–264, 1992. \n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@inproceedings{kaai_te_1992,\n\ttitle = {Te {Tatari} o te {Kaupapa}. {A} rational for {Māori} assessment},\n\turl = {http://vital.new.voced.edu.au/vital/access/services/Download/ngv:38403/SOURCE2},\n\tabstract = {Many assumptions have been made by educators in regard to educational underachievement among Maori children. Social factors and cultural mismatch between home and school were offered as explanations. The National Qualifications Framework (NQF) recognises the mismatch between curriculum and quality control and how important assessment is in defining the attitudes students take towards their work, their sense of ownership and control, the strategies they employ in learning and their confidence and self esteem - all of which impact profoundly on the quality of learning outcomes. Standards based assessment complements the philosophy of Te Kohanga Reo and Kura Kaupapa Maori as students are assessed on what they know. This assessment coupled with recognition of prior learning provides the opportunity for Maori to pioneer new qualifications and assessment procedures which are culturally specific.},\n\tbooktitle = {Qualifications for the 21st century: international conference: conference papers 21-24 {January} 1992.},\n\tauthor = {Ka'ai, Tania},\n\tyear = {1992},\n\tkeywords = {Culturally responsive program, Culutral Mismatch, Economic cycle, Educational achievement, Ethnic minorities, Hawaii, History of Maori in education, IQ testing, Kohanga, Learning Potential Assessment Device, Mana Motuhake, Māori Language, Māori underachievement, Mārama pū, National Qualifications framework, Native Schools, Non Māori-system, Patterns of adult interaction, Performance assessment, Sense of ownership \\& control, Social Factors, Te Kohanga Reo, Whanau, te reo},\n\tpages = {252--264},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language, culture and science education.\n \n \n \n \n\n\n \n McKinley, E.; Waiti, P. M.; and Bell, B.\n\n\n \n\n\n\n International Journal of Science Education, 14(5): 579–595. November 1992.\n \n\n\n\n
\n\n\n\n \n \n $\"Language,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{mckinley_language_1992,\n\ttitle = {Language, culture and science education},\n\tvolume = {14},\n\tissn = {0950-0693},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/0950069920140508},\n\tdoi = {10.1080/0950069920140508},\n\tnumber = {5},\n\tjournal = {International Journal of Science Education},\n\tauthor = {McKinley, Elizabeth and Waiti, Pauline McPherson and Bell, Beverley},\n\tmonth = nov,\n\tyear = {1992},\n\tpages = {579--595},\n}\n\n

\n\n\n\n

\n\n\n

@article{hohepa_te_1992,\n\ttitle = {Te {Kohanga} {Reo} {Hei} {Tikanga} {Ako} i te {Reo} {Maori}: {Te} {Kohanga} {Reo} as a context for language learning},\n\tvolume = {12},\n\tissn = {0144-3410},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/0144341920120314},\n\tdoi = {10.1080/0144341920120314},\n\tnumber = {3-4},\n\tjournal = {Educational Psychology},\n\tauthor = {Hohepa, Margie and Smith, Linda Tuhiwai and McNaughton, Stuart},\n\tmonth = jan,\n\tyear = {1992},\n\tpages = {333--346},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Another view of endangered languages X.\n \n \n \n\n\n \n Ladefoged, P.\n\n\n \n\n\n\n Volume 68 1992.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{ladefoged_another_1992,\n\ttitle = {Another view of endangered languages {X}},\n\tvolume = {68},\n\tisbn = {00978507},\n\tabstract = {Language seldom publishes opinion pieces, such as that of Hale, Krauss, Watahomigie, Yamamoto, Craig, Jeanne, \\& England 1992 on endangered lan- guages. I have nothing but praise for the work that these linguists do. But language preservation and maintenance is a multifaceted topic on which dif- ferent opinions are possible. The views expressed in these papers are contrary to those held by many responsible linguists, and would not be appropriate in some of the African countries in which I have worked in the last few years. Tanzania, for example, is a country which is striving for unity, and the spreading of Swahili is regarded as a major force in this endeavor. Tribalism is seen as a threat to the development of the nation, and it would not be acting responsibly to do anything which might seem, at least superficially, to aid in its preser- vation.},\n\tnumber = {4},\n\tauthor = {Ladefoged, Peter},\n\tyear = {1992},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{boyce_maori_1992,\n\ttitle = {Maori {Language} in {Porirua}: {A} {Study} of {Reported} {Proficiency}, {Patterns} of use, and {Attitudes}},\n\tshorttitle = {Maori {Language} in {Porirua}},\n\turl = {http://restrictedarchive.vuw.ac.nz//handle/123456789/1816},\n\turldate = {2015-12-01},\n\tauthor = {Boyce, Mary Teresa},\n\tyear = {1992},\n}\n\n

\n\n\n\n

\n\n\n

@article{sharples_maori_1992,\n\ttitle = {Maori education and te reo {Maori} : its status within the culture of this country},\n\tissn = {1171-5103},\n\tshorttitle = {Maori education and te reo {Maori}},\n\tabstract = {Highlights the need for cooperation between institutions offering Maori language courses and for a Maori language resource centre to provide appropriate literature.},\n\tlanguage = {eng},\n\tauthor = {Sharples, Pita},\n\tyear = {1992},\n\tkeywords = {Māori (New Zealand People) – Education, Māori Language},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@inproceedings{kaai_te_1992,\n\ttitle = {Te {Tatari} o te {Kaupapa}. {A} rational for {Māori} assessment},\n\turl = {http://vital.new.voced.edu.au/vital/access/services/Download/ngv:38403/SOURCE2},\n\tabstract = {Many assumptions have been made by educators in regard to educational underachievement among Maori children. Social factors and cultural mismatch between home and school were offered as explanations. The National Qualifications Framework (NQF) recognises the mismatch between curriculum and quality control and how important assessment is in defining the attitudes students take towards their work, their sense of ownership and control, the strategies they employ in learning and their confidence and self esteem - all of which impact profoundly on the quality of learning outcomes. Standards based assessment complements the philosophy of Te Kohanga Reo and Kura Kaupapa Maori as students are assessed on what they know. This assessment coupled with recognition of prior learning provides the opportunity for Maori to pioneer new qualifications and assessment procedures which are culturally specific.},\n\tbooktitle = {Qualifications for the 21st century: international conference: conference papers 21-24 {January} 1992.},\n\tauthor = {Ka'ai, Tania},\n\tyear = {1992},\n\tpages = {252--264},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{mckinley_language_1992,\n\ttitle = {Language, culture and science education},\n\tvolume = {14},\n\tissn = {0950-0693},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/0950069920140508},\n\tdoi = {10.1080/0950069920140508},\n\tnumber = {5},\n\tjournal = {International Journal of Science Education},\n\tauthor = {McKinley, Elizabeth and Waiti, Pauline McPherson and Bell, Beverley},\n\tmonth = nov,\n\tyear = {1992},\n\tpages = {579--595},\n}\n\n

\n\n\n\n

\n\n\n\n\n\n

\n\n

\n \n 1991\n \n \n (10)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n A dictionary of Maori plant names.\n \n \n \n\n\n \n Auckland Botanical Society., J.; and Beever\n\n\n \n\n\n\n Auckland Botanical Society,, Auckland, N.Z. :, 1991.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{auckland_botanical_society._dictionary_1991,\n\taddress = {Auckland, N.Z. :},\n\ttitle = {A dictionary of {Maori} plant names},\n\tisbn = {978-0-9597662-6-4},\n\tpublisher = {Auckland Botanical Society,},\n\tauthor = {Auckland Botanical Society., James. and {Beever}},\n\tyear = {1991},\n}\n\n

\n\n\n\n

\n\n\n

@book{auckland_botanical_society._dictionary_1991-1,\n\taddress = {Auckland, N.Z. :},\n\ttitle = {A dictionary of {Maori} plant names},\n\tisbn = {978-0-9597662-6-4},\n\tpublisher = {Auckland Botanical Society,},\n\tauthor = {Auckland Botanical Society., James. and {Beever}},\n\tyear = {1991},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n New Zealanders' attitudes to the revitalisation of the Maori language.\n \n \n \n \n\n\n \n Nicholson, R.; and Garland, R.\n\n\n \n\n\n\n Journal of Multilingual and Multicultural Development, 12(5): 393–410. January 1991.\n \n\n\n\n
\n\n\n\n \n \n $\"New$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{nicholson_new_1991,\n\ttitle = {New {Zealanders}' attitudes to the revitalisation of the {Maori} language},\n\tvolume = {12},\n\tissn = {0143-4632},\n\turl = {http://dx.doi.org/10.1080/01434632.1991.9994472},\n\tdoi = {10.1080/01434632.1991.9994472},\n\tabstract = {While Maori language revitalisation efforts intensified in the 1970s, and achievements to date seem impressive, by the end of the 1980s there were probably 10,000 fewer fluent speakers of Maori than at the end of the previous decade. With many fluent Maori speakers aged over 55, further promotion of the Maori language is essential and urgent if Maori is not to remain as an endangered language. This paper reports the results of a nationwide mail survey of 225 New Zealand adults' opinions about the Maori language's role in contemporary society and the extent to which New Zealanders will commit themselves to fostering the language. While two thirds of respondents felt the language had a place in New Zealand society, only one quarter of the sample indicated that the language should be used to a greater extent than now. Bilingualism in Government agencies, bilingual signs and bilingual product labelling received minimal support. However, Maori respondents, younger people and women favoured bilingualism more than their European, older and male counterparts. The paper confirms the claims of Spolsky (1989) that the basis exists for revitalisation of the Maori language. It also draws upon the marketing paradigm (Cooper, 1985) for promoting the use of Maori language in the home, in the neighbourhood, in the community and beyond (cf. Fishman, 1990).},\n\tnumber = {5},\n\turldate = {2015-12-17},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Nicholson, Rangi and Garland, Ron},\n\tmonth = jan,\n\tyear = {1991},\n\tkeywords = {5611, Adult New Zealanders' Attitudes/Opinions, Article, Bilingualism (08850), Language Attitudes (41800), Language Modernization (43150), Language Planning, Maori Language Role/Revitalization, New Zealand (57650), Polynesian Languages (66550), Sociolinguistics, Survey},\n\tpages = {393--410},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages.\n \n \n \n\n\n \n Fishman, J. A.\n\n\n \n\n\n\n Multilingual Matters, January 1991.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@book{fishman_reversing_1991,\n\ttitle = {Reversing {Language} {Shift}: {Theoretical} and {Empirical} {Foundations} of {Assistance} to {Threatened} {Languages}},\n\tisbn = {978-1-85359-121-1},\n\tshorttitle = {Reversing {Language} {Shift}},\n\tabstract = {This book is about the theory and practice of assistance to speech-communities whose native languages are threatened because their intergenerational continuity is proceeding negatively, with fewer and fewer speakers (or readers, writers and even understanders) every generation.},\n\tlanguage = {en},\n\tpublisher = {Multilingual Matters},\n\tauthor = {Fishman, Joshua A.},\n\tmonth = jan,\n\tyear = {1991},\n\tkeywords = {Language Arts \\& Disciplines / Linguistics / Sociolinguistics, Psychology / General},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Promoting Maori language and culture within current structures and funding : a report prepared for the Ministry of Education.\n \n \n \n\n\n \n Grace, D.\n\n\n \n\n\n\n The Ministry, 1991.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{grace_promoting_1991,\n\ttitle = {Promoting {Maori} language and culture within current structures and funding : a report prepared for the {Ministry} of {Education}},\n\tshorttitle = {Promoting {Maori} language and culture within current structures and funding},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VCover title.},\n\tlanguage = {eng},\n\tpublisher = {The Ministry},\n\tauthor = {Grace, Dick},\n\tyear = {1991},\n\tkeywords = {Bilingual Economic aspects New Zealand., Education, Maori (New Zealand people) Education., Maori language Study and teaching., Mātauranga., Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Community Contexts of Bilingual Education: A study of six South Island Primary School Programmes.\n \n \n \n \n\n\n \n Jacques, K.\n\n\n \n\n\n\n Ph.D. Thesis, Canterbury University, 1991.\n \n\n\n\n
\n\n\n\n \n \n $\"Community$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@phdthesis{jacques_community_1991,\n\ttitle = {Community {Contexts} of {Bilingual} {Education}: {A} study of six {South} {Island} {Primary} {School} {Programmes}},\n\tcopyright = {http://library.canterbury.ac.nz/thesis/etheses\\_copyright.shtml},\n\turl = {http://ir.canterbury.ac.nz/handle/10092/818},\n\tabstract = {Community contexts of Māori-English Bilingual Education is a multi-case study of six primary school bilingual programmes located throughout the South Island. These six progammes comprised the total number of programmes officially designated by the (former) Department of Education as bilingual and which were administered from the Southern Regional Office of the Department. Each of these programmes employed the services of kaiarahi reo and had been in operation for at least one school year at the beginning of Term 1, 1989. The focus of the study is the interlocking sociocultural and pedagogical contexts which affect, and which, in turn, are affected by the recent inclusion of Māori as a language of instruction within the New Zealand public school system. A number of issues are covered in the study; incluyding the rationales for establishing programmes, staffing policies and procedures, resource allocation, bilingual teaching methodology, the range and depth of bilingual and bicultural innovation, community involvement and levels of satisfaction and concern with the programmes.},\n\tschool = {Canterbury University},\n\tauthor = {Jacques, Kathleen},\n\tyear = {1991},\n\tkeywords = {Aotearoa New Zealand Public School System, Bicultural innovation, Bilingual Programs, Community Context, Community involvement, Linguistic consideration, Multi-Case Study, Māori-English bilingual Education, Mārama pū, Overseas literature reveiw, Pedagogical, Primary School, Procedures, Resources, Sociocultural, South Island, Staff Policies, Te Reo instruction, Teaching Methodology},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{nicholson_new_1991,\n\ttitle = {New {Zealanders}' attitudes to the revitalisation of the {Maori} language},\n\tvolume = {12},\n\tissn = {0143-4632},\n\turl = {http://dx.doi.org/10.1080/01434632.1991.9994472},\n\tdoi = {10.1080/01434632.1991.9994472},\n\tabstract = {While Maori language revitalisation efforts intensified in the 1970s, and achievements to date seem impressive, by the end of the 1980s there were probably 10,000 fewer fluent speakers of Maori than at the end of the previous decade. With many fluent Maori speakers aged over 55, further promotion of the Maori language is essential and urgent if Maori is not to remain as an endangered language. This paper reports the results of a nationwide mail survey of 225 New Zealand adults' opinions about the Maori language's role in contemporary society and the extent to which New Zealanders will commit themselves to fostering the language. While two thirds of respondents felt the language had a place in New Zealand society, only one quarter of the sample indicated that the language should be used to a greater extent than now. Bilingualism in Government agencies, bilingual signs and bilingual product labelling received minimal support. However, Maori respondents, younger people and women favoured bilingualism more than their European, older and male counterparts. The paper confirms the claims of Spolsky (1989) that the basis exists for revitalisation of the Maori language. It also draws upon the marketing paradigm (Cooper, 1985) for promoting the use of Maori language in the home, in the neighbourhood, in the community and beyond (cf. Fishman, 1990).},\n\tnumber = {5},\n\turldate = {2015-12-17},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Nicholson, Rangi and Garland, Ron},\n\tmonth = jan,\n\tyear = {1991},\n\tkeywords = {5611, Adult New Zealanders' Attitudes/Opinions, Article, Bilingualism (08850), Language Attitudes (41800), Language Modernization (43150), Language Planning, Maori Language Role/Revitalization, New Zealand (57650), Polynesian Languages (66550), Sociolinguistics, Survey},\n\tpages = {393--410},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{fishman_reversing_1991,\n\ttitle = {Reversing {Language} {Shift}: {Theoretical} and {Empirical} {Foundations} of {Assistance} to {Threatened} {Languages}},\n\tisbn = {978-1-85359-121-1},\n\tshorttitle = {Reversing {Language} {Shift}},\n\tabstract = {This book is about the theory and practice of assistance to speech-communities whose native languages are threatened because their intergenerational continuity is proceeding negatively, with fewer and fewer speakers (or readers, writers and even understanders) every generation.},\n\tlanguage = {en},\n\tpublisher = {Multilingual Matters},\n\tauthor = {Fishman, Joshua A.},\n\tmonth = jan,\n\tyear = {1991},\n\tkeywords = {Language Arts \\& Disciplines / Linguistics / Sociolinguistics, Psychology / General},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{grace_promoting_1991,\n\ttitle = {Promoting {Maori} language and culture within current structures and funding : a report prepared for the {Ministry} of {Education}},\n\tshorttitle = {Promoting {Maori} language and culture within current structures and funding},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VCover title.},\n\tlanguage = {eng},\n\tpublisher = {The Ministry},\n\tauthor = {Grace, Dick},\n\tyear = {1991},\n\tkeywords = {Bilingual Economic aspects New Zealand., Education, Maori (New Zealand people) Education., Maori language Study and teaching., Mātauranga., Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Community Contexts of Bilingual Education: A study of six South Island Primary School Programmes.\n \n \n \n \n\n\n \n Jacques, K.\n\n\n \n\n\n\n 1991.\n \n\n\n\n
\n\n\n\n \n \n $\"Community$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{jacques_community_1991,\n\ttitle = {Community {Contexts} of {Bilingual} {Education}: {A} study of six {South} {Island} {Primary} {School} {Programmes}},\n\turl = {http://ir.canterbury.ac.nz/handle/10092/818},\n\tabstract = {Community contexts of Māori-English Bilingual Education is a multi-case study of six primary school bilingual programmes located throughout the South Island. These six progammes comprised the total number of programmes officially designated by the (former) Department of Education as bilingual and which were administered from the Southern Regional Office of the Department. Each of these programmes employed the services of kaiarahi reo and had been in operation for at least one school year at the beginning of Term 1, 1989. The focus of the study is the interlocking sociocultural and pedagogical contexts which affect, and which, in turn, are affected by the recent inclusion of Māori as a language of instruction within the New Zealand public school system. A number of issues are covered in the study; incluyding the rationales for establishing programmes, staffing policies and procedures, resource allocation, bilingual teaching methodology, the range and depth of bilingual and bicultural innovation, community involvement and levels of satisfaction and concern with the programmes.},\n\tauthor = {Jacques, Kathleen},\n\tyear = {1991},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1990\n \n \n (14)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Watch your language : guidelines for the elimination of sexist language from the New Zealand Public Service.\n \n \n \n\n\n \n Else, A.\n\n\n \n\n\n\n State Services Commission,, [Wellington] :, 1990.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{else_watch_1990,\n\taddress = {[Wellington] :},\n\ttitle = {Watch your language : guidelines for the elimination of sexist language from the {New} {Zealand} {Public} {Service}.},\n\tisbn = {978-0-477-05540-6},\n\tshorttitle = {Watch your language},\n\tpublisher = {State Services Commission,},\n\tauthor = {Else, Anne.},\n\tyear = {1990},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Nga tini a Tangaroa : a Maori-English, English-Maori dictionary of fish names.\n \n \n \n\n\n \n MAF Fisheries (N.Z.), R. R.; and Strickland\n\n\n \n\n\n\n MAF Fisheries,, Wellington [N.Z.] :, 1990.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{maf_fisheries_n.z._nga_1990,\n\taddress = {Wellington [N.Z.] :},\n\ttitle = {Nga tini a {Tangaroa} : a {Maori}-{English}, {English}-{Maori} dictionary of fish names},\n\tisbn = {978-0-477-08089-7},\n\tshorttitle = {Nga tini a {Tangaroa}},\n\tpublisher = {MAF Fisheries,},\n\tauthor = {MAF Fisheries (N.Z.), Rowan R. and Strickland},\n\tyear = {1990},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Language maintenance in Melanesia : sociolinguistics and social networks in New Caledonia.\n \n \n \n\n\n \n Summer Institute of Linguistics., S. J.; and Schooling\n\n\n \n\n\n\n Summer Institute of Linguistics ;, Dallas, TX :, 1990.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{summer_institute_of_linguistics._language_1990,\n\taddress = {Dallas, TX :},\n\ttitle = {Language maintenance in {Melanesia} : sociolinguistics and social networks in {New} {Caledonia}},\n\tisbn = {978-0-88312-005-7},\n\tshorttitle = {Language maintenance in {Melanesia}},\n\tpublisher = {Summer Institute of Linguistics ;},\n\tauthor = {Summer Institute of Linguistics., Stephen J. and Schooling},\n\tyear = {1990},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Towards a national qualificiations framework: General principles and directions.\n \n \n \n\n\n \n \n\n\n \n\n\n\n NZQA, 1990.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_towards_1990,\n\ttitle = {Towards a national qualificiations framework: {General} principles and directions},\n\tpublisher = {NZQA},\n\tyear = {1990},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Syllabus, 1990-1995. Vocational speech.\n \n \n \n\n\n \n Board., N. Z. S.\n\n\n \n\n\n\n New Zealand Speech Board,, [Wellington, N.Z.] :, 1990.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand_speech_board._syllabus_1990,\n\taddress = {[Wellington, N.Z.] :},\n\ttitle = {Syllabus, 1990-1995. {Vocational} speech.},\n\tpublisher = {New Zealand Speech Board,},\n\tauthor = {New Zealand Speech Board.},\n\tyear = {1990},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Effective Language Education Practices and Native Language Survival.\n \n \n \n \n\n\n \n ed Reyhner, J.; Littlebear, D.; Crawford, J.; Nicholson, R.; Slavik, C.; Hirst, L.; and Davison, D. M.\n\n\n \n\n\n\n Native American Language Issues, Choctaw, Oklahoma, 1990.\n \n\n\n\n
\n\n\n\n \n \n $\"Effective$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{ed_reyhner_effective_1990,\n\taddress = {Choctaw, Oklahoma},\n\ttitle = {Effective {Language} {Education} {Practices} and {Native} {Language} {Survival}},\n\turl = {http://jan.ucc.nau.edu/ jar/NALI_Contents.html},\n\tabstract = {Native American Language Issues addressed including reading strategies, education practices,a bi-lingual education programme, a cooperative approach to language learning. Includes a number of articles including Rangi Nicholson: Maori Total Immersion Courses for Adults in Aotearoa/New Zealand: A Personal Perspective and Dick Littlebear's conference address of the same title.},\n\tpublisher = {Native American Language Issues},\n\tauthor = {ed Reyhner, Jon. and Littlebear, Dick and Crawford, James and Nicholson, Rangi and Slavik, Christy and Hirst, Lois and Davison, David M.},\n\tyear = {1990},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language Planning in Preschool Education with \"Annotated Bibliography\".\n \n \n \n \n\n\n \n Cazden, C. B.; and Snow\n\n\n \n\n\n\n . 1990.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{cazden_language_1990,\n\ttitle = {Language {Planning} in {Preschool} {Education} with "{Annotated} {Bibliography}"},\n\tcopyright = {To access this you will need to request a copy from the institution},\n\turl = {https://idl-bnc.idrc.ca/dspace/handle/10625/12671},\n\tauthor = {Cazden, Courtney B. and {Snow}},\n\tyear = {1990},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n What is reversing language shift (RLS) and how can it succeed?.\n \n \n \n \n\n\n \n Fishman, J. a.\n\n\n \n\n\n\n Journal of Multilingual and Multicultural Development, 11(1-2): 5–36. January 1990.\n \n\n\n\n
\n\n\n\n \n \n $\"What$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{fishman_what_1990,\n\ttitle = {What is reversing language shift ({RLS}) and how can it succeed?},\n\tvolume = {11},\n\tissn = {0143-4632},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01434632.1990.9994399},\n\tdoi = {10.1080/01434632.1990.9994399},\n\tabstract = {Several societal and social biases have conspired to make the study of language maintenance and language shift more advanced than the study of reversing language shift (RLS). RLS efforts have been confused with messianic (i.e. irrational) and past‐oriented (i.e. nativistic) movements, overlooking their rational, priority setting and modernising dirust. Even diose engaged in the study or practice of RLS, however, have tended to lack theoretical coherence and to be mesmerised by ‘activism’ rather than by the empirical relationship between any particular RLS efforts and die demonstrable intergenerational transmissibility of language‐imbedded behaviours, attitudes and beliefs. Where bilingualism with diglossia is all that can be realistically attained, RLS emphases must concentrate on family‐neighbourhood‐community building boundary‐setting efforts. Where largely monolingual cultural autonomy becomes realistically possible, more inter‐group confrontation RLS efforts should be undertaken, but their link to intergenerational transmissibility still requires explicit attention. (Post‐)modernisation poses serious new RLS problems for the family‐neighbourhood‐community, and the school as well, makingit imperative for RLS efforts to be incentive‐related far above and beyond their initial language‐in‐society (Xmen‐widi‐Xish) ideals.},\n\tnumber = {1-2},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Fishman, Joshua a.},\n\tmonth = jan,\n\tyear = {1990},\n\tpages = {5--36},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language Planning in Preschool Education with.\n \n \n \n \n\n\n \n Cazden, C. B.\n\n\n \n\n\n\n 1990.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{cazden_language_1990,\n\ttitle = {Language {Planning} in {Preschool} {Education} with},\n\turl = {http://eric.ed.gov/?id=ED324929},\n\tabstract = {A discussion of language in preschool education reviews research findings on children's language acquisition and its relationship to their general development and examines issues to be considered in making decisions for each community and program. The first section summarizes basic knowledge about preschool language development, facilitating language development at this stage, and the specific language problems faced by multilingual preschool children at home and in group care. The second section looks more closely at the sociolinguistic dimensions affecting language choice and proficiency. In the next section, three preschool program descriptions are given, each involving a situation in which a higher-status national language coexists with an indigenous language. They include a Spanish-Quechua/Aymara transitional bilingual program (Peru), a Gaelic maintenance program in Scotland's Western Isles, and a Maori revitalization program (New Zealand). The fourth section discusses},\n\tlanguage = {en},\n\turldate = {2016-07-21},\n\tauthor = {Cazden, Courtney B.},\n\tyear = {1990},\n\tkeywords = {Aotearoa, Bilingual Programs, Case Studies, Child development, Gaelic, Language Planning, Language Proficiency, Language acquisition, Multilingual Programs, Māori Revitalisation, Mārama Pū / Critical Awareness, Peru, Preschool Education, Preschool Education Environment, Scotland, Sociolinguistic, spanish},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Whakama: culturally determined behaviour in the New Zealand Maori.\n \n \n \n \n\n\n \n Sachdev, P. S.\n\n\n \n\n\n\n Psychological Medicine, 20(02): 433–444. 1990.\n \n\n\n\n
\n\n\n\n \n \n $\"Whakama:$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{sachdev_whakama:_1990,\n\ttitle = {Whakama: culturally determined behaviour in the {New} {Zealand} {Maori}},\n\tvolume = {20},\n\tshorttitle = {Whakama},\n\turl = {http://www.ncbi.nlm.nih.gov/pubmed/2356267},\n\tabstract = {Whakama is a psychosocial and behavioural construct in the New Zealand Maori which does not have any exact equivalent in Western societies although shame, self-abasement, feeling inferior, inadequate and with self-doubt, shyness, excessive modesty and withdrawal describe some aspects of the concept. It is an important construct in order to understand the interaction of the Maori with each other and with the Caucasian New Zealander, the behaviour of the Maori in cross-cultural settings, and the clinical presentations of some Maori patients. This paper examines some of the meanings of Whakama, its various behavioural manifestations and its possible causes. The clinical relevance to psychiatry is emphasized},\n\tlanguage = {eng},\n\tnumber = {02},\n\turldate = {2015-12-17},\n\tjournal = {Psychological Medicine},\n\tauthor = {Sachdev, Perminder S.},\n\tyear = {1990},\n\tpages = {433--444},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language Planning in Preschool Education with \"Annotated Bibliography\".\n \n \n \n \n\n\n \n Cazden, C. B.; ; and others\n\n\n \n\n\n\n International Development Reserch Centre, Ontario, Ontario, Canada, 1990.\n Confirmed by email July 2016\n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{cazden_language_1990,\n\taddress = {Ontario, Canada},\n\ttitle = {Language {Planning} in {Preschool} {Education} with "{Annotated} {Bibliography}"},\n\tcopyright = {We have been granted permission by the Digital Library of the International Development Research Centre (IDRC)  to have this link visible on our website. TThe Table of Contents is attached so you can see what the document contains. They are allowed to send out a small part or one chapter to individual requesters.},\n\turl = {http://idl-bnc.idrc.ca/dspace/handle/10625/12671?mode=full},\n\tabstract = {A discussion of language in preschool education reviews research findings in children's language acquistion and its relationship to their general development and examines issues to be considered in making decisions for each community and programme. The first section summarises basic knowledgeabout pre-school language development at this stage and the specific language problems faced by multi-lingual pre-school children at home and in group care. The second section looks at socio-linguistic dimensions affecting language choice and proficiency.  The next section three case studies each involve a higher status and indigenous language co-exist.Section 4 discusses aspects of planning for language learning and emergent literacy in pre-school environments.The bibliography is themed and consists of short essays.},\n\tlanguage = {eng},\n\tpublisher = {International Development Reserch Centre, Ontario},\n\tauthor = {Cazden, Courtney B. and and others},\n\tyear = {1990},\n\tnote = {Confirmed by email July 2016},\n\tkeywords = {Annotated bibliographies, Bilingual Education, Indigenous Populations, Language Planning, Multilingualism, Māori Language – Study And Teaching, Uncommonly Taught Languages},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{fishman_what_1990,\n\ttitle = {What is reversing language shift ({RLS}) and how can it succeed?},\n\tvolume = {11},\n\tissn = {0143-4632},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/01434632.1990.9994399},\n\tdoi = {10.1080/01434632.1990.9994399},\n\tabstract = {Several societal and social biases have conspired to make the study of language maintenance and language shift more advanced than the study of reversing language shift (RLS). RLS efforts have been confused with messianic (i.e. irrational) and past‐oriented (i.e. nativistic) movements, overlooking their rational, priority setting and modernising dirust. Even diose engaged in the study or practice of RLS, however, have tended to lack theoretical coherence and to be mesmerised by ‘activism’ rather than by the empirical relationship between any particular RLS efforts and die demonstrable intergenerational transmissibility of language‐imbedded behaviours, attitudes and beliefs. Where bilingualism with diglossia is all that can be realistically attained, RLS emphases must concentrate on family‐neighbourhood���community building boundary‐setting efforts. Where largely monolingual cultural autonomy becomes realistically possible, more inter‐group confrontation RLS efforts should be undertaken, but their link to intergenerational transmissibility still requires explicit attention. (Post‐)modernisation poses serious new RLS problems for the family‐neighbourhood‐community, and the school as well, makingit imperative for RLS efforts to be incentive‐related far above and beyond their initial language‐in‐society (Xmen‐widi‐Xish) ideals.},\n\tnumber = {1-2},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Fishman, Joshua a.},\n\tmonth = jan,\n\tyear = {1990},\n\tpages = {5--36},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{cazden_language_1990,\n\ttitle = {Language {Planning} in {Preschool} {Education} with},\n\turl = {http://eric.ed.gov/?id=ED324929},\n\tabstract = {A discussion of language in preschool education reviews research findings on children's language acquisition and its relationship to their general development and examines issues to be considered in making decisions for each community and program. The first section summarizes basic knowledge about preschool language development, facilitating language development at this stage, and the specific language problems faced by multilingual preschool children at home and in group care. The second section looks more closely at the sociolinguistic dimensions affecting language choice and proficiency. In the next section, three preschool program descriptions are given, each involving a situation in which a higher-status national language coexists with an indigenous language. They include a Spanish-Quechua/Aymara transitional bilingual program (Peru), a Gaelic maintenance program in Scotland's Western Isles, and a Maori revitalization program (New Zealand). The fourth section discusses},\n\tlanguage = {en},\n\turldate = {2016-07-21},\n\tauthor = {Cazden, Courtney B.},\n\tyear = {1990},\n\tkeywords = {Aotearoa, Bilingual Programs, Case Studies, Child development, Gaelic, Language Planning, Language Proficiency, Language acquisition, Multilingual Programs, Māori Revitalisation, Mārama Pū / Critical Awareness, Peru, Preschool Education Environment, Scotland, Sociolinguistic, spanish},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{sachdev_whakama:_1990,\n\ttitle = {Whakama: culturally determined behaviour in the {New} {Zealand} {Maori}},\n\tvolume = {20},\n\tshorttitle = {Whakama},\n\turl = {http://www.ncbi.nlm.nih.gov/pubmed/2356267},\n\tabstract = {Whakama is a psychosocial and behavioural construct in the New Zealand Maori which does not have any exact equivalent in Western societies although shame, self-abasement, feeling inferior, inadequate and with self-doubt, shyness, excessive modesty and withdrawal describe some aspects of the concept. It is an important construct in order to understand the interaction of the Maori with each other and with the Caucasian New Zealander, the behaviour of the Maori in cross-cultural settings, and the clinical presentations of some Maori patients. This paper examines some of the meanings of Whakama, its various behavioural manifestations and its possible causes. The clinical relevance to psychiatry is emphasized},\n\tlanguage = {eng},\n\tnumber = {02},\n\turldate = {2015-12-17},\n\tjournal = {Psychological Medicine},\n\tauthor = {Sachdev, Perminder S.},\n\tyear = {1990},\n\tpages = {433--444},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1989\n \n \n (9)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Towards 1990 : seven leading historians examine significant aspects of New Zealand history.\n \n \n \n\n\n \n Anderson, A.\n\n\n \n\n\n\n GP Books, [Wellington N.Z.], 1989.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{anderson_towards_1989,\n\taddress = {[Wellington  N.Z.]},\n\ttitle = {Towards 1990 : seven leading historians examine significant aspects of {New} {Zealand} history},\n\tisbn = {978-0-477-00022-2},\n\tshorttitle = {Towards 1990},\n\tpublisher = {GP Books},\n\tauthor = {Anderson, Atholl},\n\tyear = {1989},\n}\n\n

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\n\n\n

\n \n\n \n \n \n \n \n Pacific islands yearbook.\n \n \n \n\n\n \n Douglas, N.\n\n\n \n\n\n\n Angus & Robertson Publishers,, North Ryde, NSW, Australia :, 1989.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{douglas_pacific_1989,\n\taddress = {North Ryde, NSW, Australia :},\n\ttitle = {Pacific islands yearbook},\n\tisbn = {978-0-207-16114-8},\n\tpublisher = {Angus \\& Robertson Publishers,},\n\tauthor = {Douglas, Norman.},\n\tyear = {1989},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Effective Language Education Practices and Native Language Survival. Keynote Address.\n \n \n \n \n\n\n \n Littlebear, D.\n\n\n \n\n\n\n In June 1989. \n \n\n\n\n
\n\n\n\n \n \n $\"Effective$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@inproceedings{littlebear_effective_1989,\n\ttitle = {Effective {Language} {Education} {Practices} and {Native} {Language} {Survival}. {Keynote} {Address}.},\n\turl = {http://eric.ed.gov/?id=ED354766},\n\tabstract = {The importance of Native languages to Native Americans and the effort needed to maintain them are discussed in this keynote address at the ninth Native American Language Issues Institute. It is noted that the current cultural transition has demeaned Native languages and cultures and that strategies must be devised by Native Americans to counter the negative effects of cultural transition. Complications include alien organizational systems, high technology, alcohol and drugs, ambiguous values, exploding populations, erosion of language and culture, and a shrinking world that affects the remotest villages and reservations. Rather than rejecting the white man's education, Native Americans should manipulate it and give it a Native cultural input and relevance. Effective practices can help reduce the high dropout rate. Practices include the following: returning to learning and teaching language and culture within the family; encouraging parents to support the schools; identifying the},\n\tlanguage = {en},\n\turldate = {2016-08-01},\n\tauthor = {Littlebear, Dick},\n\tmonth = jun,\n\tyear = {1989},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Education, language decline and language revitalisation: The case of Maori in New Zealand.\n \n \n \n \n\n\n \n Benton, N.\n\n\n \n\n\n\n Language and Education, 3(2): 65–82. January 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"Education,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{benton_education_1989,\n\ttitle = {Education, language decline and language revitalisation: {The} case of {Maori} in {New} {Zealand}},\n\tvolume = {3},\n\tissn = {0950-0782, 1747-7581},\n\tshorttitle = {Education, language decline and language revitalisation},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/09500788909541252},\n\tdoi = {10.1080/09500788909541252},\n\tabstract = {There is still some controversy in New Zealand as to the role schools have had in discouraging people from speaking Maori, and what influence schools might have on the revitalisation of Maori. This article overviews the present language situation and the development of the kohanga reo (language nests) and bilingual schooling. The empirical data were obtained from families included in the NZCER sociolinguistic surveys of communities throughout the North Island (1973–9) and some later follow‐up studies (1984–5; 1988). Particular attention is paid to information gathered on language preferences, the linguistic experiences of parents at home and at school, and the extent to which Maori was used in their households. The participation of these families in the kohanga reo and the attitudes of parents to bilingual education in English and Maori is also discussed. The reactions to and interpretations of the linguistic aspects of their own schooling as well as of their children's schooling are discussed and related to other factors which have encouraged or discouraged the continued use of Maori within their present families. This report is NZCER's cocio-linguistic survey.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2015-12-22},\n\tjournal = {Language and Education},\n\tauthor = {Benton, Nena},\n\tmonth = jan,\n\tyear = {1989},\n\tkeywords = {Applied Linguistics, Austronesian Languages, Bilingual Education, Bilingual schooling, Bilingualism, Communities, Education, Encourage or discouraged the continued use of Māori, Formal Education System Policies, Interviews, Kōhanga Reo, Language Decline, Language Policy (La5), Language in the home, Language revitalisation, Linguistic aspects, Maori Language Use, Maori-/English-Speaking Families, NZCER sociolinguistic survey, New Zealand, Parents education, Role of Schools, The case of Māori in New Zealand},\n\tpages = {65--82},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Joan Metge, In and Out of Touch: Whakamaa in Cross Cultural Context.\n \n \n \n \n\n\n \n Karetu, T. S.\n\n\n \n\n\n\n Pacific Studies, 13(1): 164–166. 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"Joan$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{karetu_joan_1989,\n\ttitle = {Joan {Metge}, {In} and {Out} of {Touch}: {Whakamaa} in {Cross} {Cultural} {Context}},\n\tvolume = {13},\n\tshorttitle = {Joan {Metge}, {In} and {Out} of {Touch}},\n\turl = {https://ojs.lib.byu.edu/spc/index.php/PacificStudies/article/viewFile/9586/9235},\n\tabstract = {This book, I think, is timely in that it is available when relations between Miiori and Piikeha are in a state of flux and are a matter of concern to some. It gives deep insight into a form of Miiori behavior many Piikeha define as arrogance, sullenness, uncooperativeness, aggressiveness, and many other epithets, Such definitions, however, are formed without knowing, caring, or appreciating the Miiori viewpoint. Much of the lack of understanding between Miiori and Piikeha can be attributed to the Piikehaa because of “their cool assumption that the Piikeha way of doing something is the only, the human, way” (p. 140). Whakama (whakamaa) is a feeling common to all people but is treated differently by different cultures. The word means “embarrassed, shy, ashamed, coy, humiliating,” and is well illustrated by the many case histories Metge uses to support her arguments. The exact definition is dependent upon the generation of the person and the degree to which that person grew up in a Miiori society that was or is Miiori speaking and behaved or behaves in a Miiori way. The contention that urbanized Miiori youth are unfamiliar with the concept is debatable–even if unable to articulate the feeling they certainly experience it, although their reactions to it differ from their rural counterparts.},\n\tnumber = {1},\n\turldate = {2015-12-21},\n\tjournal = {Pacific Studies},\n\tauthor = {Karetu, Timoti S.},\n\tyear = {1989},\n\tpages = {164--166},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Maori bilingual education and language revitalisation.\n \n \n \n \n\n\n \n Spolsky, B.\n\n\n \n\n\n\n Journal of Multilingual and Multicultural Development, 10(2): 89–106. January 1989.\n \n\n\n\n
\n\n\n\n \n \n $\"Maori$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{spolsky_maori_1989,\n\ttitle = {Maori bilingual education and language revitalisation},\n\tvolume = {10},\n\tissn = {0143-4632},\n\turl = {http://dx.doi.org/10.1080/01434632.1989.9994366},\n\tdoi = {10.1080/01434632.1989.9994366},\n\tabstract = {The attempts at Maori language revival started in the 1970s, at a stage when there were few children still growing up speaking the language. The most important innovation has been the development of pre‐school language nests; several thousand children now come to elementary school after a pre‐school programme taught entirely or mainly in Maori. There are some bilingual schools; a growing number of elementary schools with Maori immersion in the first one or two years; and some high school programmes. The paper describes a number of these schools, discusses the way that the bilingual programmes define and establish Maori space in the schools, mentions the issue of local and tribal concerns, and argues that there is the basis here for revitalisation of the language.},\n\tnumber = {2},\n\turldate = {2015-12-17},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Spolsky, Bernard},\n\tmonth = jan,\n\tyear = {1989},\n\tpages = {89--106},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{benton_education_1989,\n\ttitle = {Education, language decline and language revitalisation: {The} case of {Maori} in {New} {Zealand}},\n\tvolume = {3},\n\tissn = {0950-0782, 1747-7581},\n\tshorttitle = {Education, language decline and language revitalisation},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/09500788909541252},\n\tdoi = {10.1080/09500788909541252},\n\tabstract = {There is still some controversy in New Zealand as to the role schools have had in discouraging people from speaking Maori, and what influence schools might have on the revitalisation of Maori. This article overviews the present language situation and the development of the kohanga reo (language nests) and bilingual schooling. The empirical data were obtained from families included in the NZCER sociolinguistic surveys of communities throughout the North Island (1973–9) and some later follow‐up studies (1984–5; 1988). Particular attention is paid to information gathered on language preferences, the linguistic experiences of parents at home and at school, and the extent to which Maori was used in their households. The participation of these families in the kohanga reo and the attitudes of parents to bilingual education in English and Maori is also discussed. The reactions to and interpretations of the linguistic aspects of their own schooling as well as of their children's schooling are discussed and related to other factors which have encouraged or discouraged the continued use of Maori within their present families. This report is NZCER's cocio-linguistic survey.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2015-12-22},\n\tjournal = {Language and Education},\n\tauthor = {Benton, Nena},\n\tmonth = jan,\n\tyear = {1989},\n\tkeywords = {Applied Linguistics, Austronesian Languages, Bilingual Education, Bilingual schooling, Bilingualism, Communities, Education, Encourage or discouraged the continued use of Māori, Formal Education System Policies, Interviews, Kōhanga Reo, Language Decline, Language Policy (La5), Language in the home, Language revitalisation, Linguistic aspects, Maori Language Use, Maori-/English-Speaking Families, NZCER sociolinguistic survey, New Zealand, Parents education, Role of Schools, The case of Māori in New Zealand},\n\tpages = {65--82},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{karetu_joan_1989,\n\ttitle = {Joan {Metge}, {In} and {Out} of {Touch}: {Whakamaa} in {Cross} {Cultural} {Context}},\n\tvolume = {13},\n\tshorttitle = {Joan {Metge}, {In} and {Out} of {Touch}},\n\turl = {https://ojs.lib.byu.edu/spc/index.php/PacificStudies/article/viewFile/9586/9235},\n\tabstract = {This book, I think, is timely in that it is available when relations between Miiori and Piikeha are in a state of flux and are a matter of concern to some. It gives deep insight into a form of Miiori behavior many Piikeha define as arrogance, sullenness, uncooperativeness, aggressiveness, and many other epithets, Such definitions, however, are formed without knowing, caring, or appreciating the Miiori viewpoint. Much of the lack of understanding between Miiori and Piikeha can be attributed to the Piikehaa because of “their cool assumption that the Piikeha way of doing something is the only, the human, way” (p. 140). Whakama (whakamaa) is a feeling common to all people but is treated differently by different cultures. The word means “embarrassed, shy, ashamed, coy, humiliating,” and is well illustrated by the many case histories Metge uses to support her arguments. The exact definition is dependent upon the generation of the person and the degree to which that person grew up in a Miiori society that was or is Miiori speaking and behaved or behaves in a Miiori way. The contention that urbanized Miiori youth are unfamiliar with the concept is debatable–even if unable to articulate the feeling they certainly experience it, although their reactions to it differ from their rural counterparts.},\n\tnumber = {1},\n\turldate = {2015-12-21},\n\tjournal = {Pacific Studies},\n\tauthor = {Karetu, Timoti S.},\n\tyear = {1989},\n\tpages = {164--166},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{spolsky_maori_1989,\n\ttitle = {Maori bilingual education and language revitalisation},\n\tvolume = {10},\n\tissn = {0143-4632},\n\turl = {http://dx.doi.org/10.1080/01434632.1989.9994366},\n\tdoi = {10.1080/01434632.1989.9994366},\n\tabstract = {The attempts at Maori language revival started in the 1970s, at a stage when there were few children still growing up speaking the language. The most important innovation has been the development of pre‐school language nests; several thousand children now come to elementary school after a pre‐school programme taught entirely or mainly in Maori. There are some bilingual schools; a growing number of elementary schools with Maori immersion in the first one or two years; and some high school programmes. The paper describes a number of these schools, discusses the way that the bilingual programmes define and establish Maori space in the schools, mentions the issue of local and tribal concerns, and argues that there is the basis here for revitalisation of the language.},\n\tnumber = {2},\n\turldate = {2015-12-17},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Spolsky, Bernard},\n\tmonth = jan,\n\tyear = {1989},\n\tpages = {89--106},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1988\n \n \n (9)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n He Whakatakoto kaupapa mo te whakahaere i nga mahi awhina mo te hunga e pangia ana e te mate wairangi.\n \n \n \n\n\n \n Zealand., N.\n\n\n \n\n\n\n He te tari te ora Elderly Disabled and Handicapped Programme Dept. of Health, Wellington [N.Z.], 1988.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand._he_1988,\n\taddress = {Wellington [N.Z.]},\n\ttitle = {He {Whakatakoto} kaupapa mo te whakahaere i nga mahi awhina mo te hunga e pangia ana e te mate wairangi.},\n\tisbn = {978-0-477-04527-8},\n\tpublisher = {He te tari te ora Elderly  Disabled and Handicapped Programme  Dept. of Health},\n\tauthor = {New Zealand.},\n\tyear = {1988},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Minority Education: from shame to struggle.\n \n \n \n\n\n \n Skutnabb Kangas, T.\n\n\n \n\n\n\n Multilingual Matters,, Clevedon :, 1988.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{skutnabb_kangas_minority_1988,\n\taddress = {Clevedon :},\n\ttitle = {Minority {Education}: from shame to struggle},\n\tisbn = {978-1-85359-003-0},\n\tshorttitle = {Minority {Education}},\n\tpublisher = {Multilingual Matters,},\n\tauthor = {Skutnabb Kangas, T.},\n\tyear = {1988},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Ethnologue : languages of the world. [1], [Hauptband].\n \n \n \n\n\n \n Grimes, B. F.\n\n\n \n\n\n\n Summer Inst. of Linguistics,, Dallas, Tex. :, 1988.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{grimes_ethnologue_1988,\n\taddress = {Dallas, Tex. :},\n\ttitle = {Ethnologue : languages of the world. [1], [{Hauptband}]},\n\tisbn = {978-0-88312-825-1},\n\tshorttitle = {Ethnologue},\n\tpublisher = {Summer Inst. of Linguistics,},\n\tauthor = {Grimes, Barbara F.},\n\tyear = {1988},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n New Zealand Official Yearbook. 1988-89.\n \n \n \n\n\n \n \n\n\n \n\n\n\n Department of Statistics,, Wellington :, 1988.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_new_1988,\n\taddress = {Wellington :},\n\ttitle = {New {Zealand} {Official} {Yearbook}. 1988-89.},\n\tpublisher = {Department of Statistics,},\n\tyear = {1988},\n}\n\n

\n\n\n\n

\n\n\n

@book{grimes_ethnologue_1988-1,\n\taddress = {Dallas, Tex. :},\n\ttitle = {Ethnologue : languages of the world. [1], [{Hauptband}]},\n\tisbn = {978-0-88312-825-1},\n\tshorttitle = {Ethnologue},\n\tpublisher = {Summer Inst. of Linguistics,},\n\tauthor = {Grimes, Barbara F.},\n\tyear = {1988},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Mass-media and Language Planning for Maori in New Zealand with Special Reference to Broadcasting.\n \n \n \n \n\n\n \n Morizuma, M.\n\n\n \n\n\n\n Otsuma Women's University, 20: 77–97. 1988.\n \n\n\n\n
\n\n\n\n \n \n $\"Mass-media$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{morizuma_mass-media_1988,\n\ttitle = {Mass-media and {Language} {Planning} for {Maori} in {New} {Zealand} with {Special} {Reference} to {Broadcasting}},\n\tvolume = {20},\n\turl = {http://ci.nii.ac.jp/els/110000128320.pdf?id=ART0000472233&type=pdf&lang=en&host=cinii&order_no=&ppv_type=0&lang_sw=&no=1468964666&cp=},\n\tabstract = {One of the major factors that differentiates the loss of languages in the 20th century from that in the previous periods is the mass-media. in the 19th century or before, school education and religious mission were the two main 'public' factors that quickened the loss of languages (Barrington and Beaglehole, 1974; Das Gupta, 1971). in this century, especially since World War II, however, with a rapid progress of technology, the mass-media have played no loess an influential role than the former two in destroying subdued languages. The mass-media have had a stronger influence of spreading dominant languages and the domain of their use. The question to be posed is: if mass-media had, and still have, such a destructive influence of the subdued languages, why is not this far reaching powerful influence used to reverse this trend? in the present paer this hypothesis will be evaluated in the light of broadcasting experiences in New Zealand with respect to the Maori language.},\n\tlanguage = {eng},\n\tjournal = {Otsuma Women's University},\n\tauthor = {Morizuma, Mamoru},\n\tyear = {1988},\n\tpages = {77--97},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The Maori language in New Zealand education.\n \n \n \n \n\n\n \n Benton, R. A.\n\n\n \n\n\n\n Language, Culture and Curriculum, 1(2): 75–83. January 1988.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{benton_maori_1988,\n\ttitle = {The {Maori} language in {New} {Zealand} education},\n\tvolume = {1},\n\tissn = {0790-8318},\n\turl = {http://dx.doi.org/10.1080/07908318809525030},\n\tdoi = {10.1080/07908318809525030},\n\tabstract = {The paper discusses the present position of the Maori language in New Zealand, its decline and revival in recent history, its current status in the educational system, and the challenges it faces in the years ahead. Among the issues raised are the implications of multiculturalism versus biculturalism in state policy, the role of the school in the maintenance and revival of an ethnic language; the balance between linguistic cultural elements in the programmes it designs towards this end; the necessity of community involvement; and the total restructuring of the syllabus that becomes necessary in bilingual education, not merely in language and language‐related subjects but in other subjects also.},\n\tnumber = {2},\n\turldate = {2016-07-20},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {Benton, Richard A.},\n\tmonth = jan,\n\tyear = {1988},\n\tkeywords = {Bilingual Education, Community involvement, Decline and revival, Education, Language related subjects, Multicultralism versus biculturalism, Māori language in Education, Revival of ethnic language, Role of Schools, State Policy},\n\tpages = {75--83},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{morizuma_mass-media_1988,\n\ttitle = {Mass-media and {Language} {Planning} for {Maori} in {New} {Zealand} with {Special} {Reference} to {Broadcasting}},\n\tvolume = {20},\n\turl = {http://ci.nii.ac.jp/els/110000128320.pdf?id=ART0000472233&type=pdf&lang=en&host=cinii&order_no=&ppv_type=0&lang_sw=&no=1468964666&cp=},\n\tabstract = {One of the major factors that differentiates the loss of languages in the 20th century from that in the previous periods is the mass-media. in the 19th century or before, school education and religious mission were the two main 'public' factors that quickened the loss of languages (Barrington and Beaglehole, 1974; Das Gupta, 1971). in this century, especially since World War II, however, with a rapid progress of technology, the mass-media have played no loess an influential role than the former two in destroying subdued languages. The mass-media have had a stronger influence of spreading dominant languages and the domain of their use. The question to be posed is: if mass-media had, and still have, such a destructive influence of the subdued languages, why is not this far reaching powerful influence used to reverse this trend? in the present paer this hypothesis will be evaluated in the light of broadcasting experiences in New Zealand with respect to the Maori language.},\n\tlanguage = {eng},\n\tjournal = {Otsuma Women's University},\n\tauthor = {Morizuma, Mamoru},\n\tyear = {1988},\n\tpages = {77--97},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{benton_maori_1988,\n\ttitle = {The {Maori} language in {New} {Zealand} education},\n\tvolume = {1},\n\tissn = {0790-8318},\n\turl = {http://dx.doi.org/10.1080/07908318809525030},\n\tdoi = {10.1080/07908318809525030},\n\tabstract = {The paper discusses the present position of the Maori language in New Zealand, its decline and revival in recent history, its current status in the educational system, and the challenges it faces in the years ahead. Among the issues raised are the implications of multiculturalism versus biculturalism in state policy, the role of the school in the maintenance and revival of an ethnic language; the balance between linguistic cultural elements in the programmes it designs towards this end; the necessity of community involvement; and the total restructuring of the syllabus that becomes necessary in bilingual education, not merely in language and language‐related subjects but in other subjects also.},\n\tnumber = {2},\n\turldate = {2016-07-20},\n\tjournal = {Language, Culture and Curriculum},\n\tauthor = {Benton, Richard A.},\n\tmonth = jan,\n\tyear = {1988},\n\tkeywords = {Bilingual Education, Community involvement, Decline and revival, Education, Language related subjects, Multicultralism versus biculturalism, Māori language in Education, Revival of ethnic language, Role of Schools, State Policy},\n\tpages = {75--83},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1987\n \n \n (11)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Te Ao Māori in the school library ; a discussion booklet = te Ao Māori i roto i te whare mātauranga o te kura : he pukapuka hei kōrerotanga mā ngā kaiako me ngā kaitiaki pukapuka.\n \n \n \n\n\n \n Zealand., N.\n\n\n \n\n\n\n Dept. of Education,, Wellington [N.Z.] :, 1987.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{new_zealand._te_1987,\n\taddress = {Wellington [N.Z.] :},\n\ttitle = {Te {Ao} {Māori} in the school library ; a discussion booklet = te {Ao} {Māori} i roto i te whare mātauranga o te kura : he pukapuka hei kōrerotanga mā ngā kaiako me ngā kaitiaki pukapuka.},\n\tisbn = {978-0-477-04418-9},\n\tshorttitle = {Te {Ao} {Māori} in the school library ; a discussion booklet = te {Ao} {Māori} i roto i te whare mātauranga o te kura},\n\tpublisher = {Dept. of Education,},\n\tauthor = {New Zealand.},\n\tyear = {1987},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Living languages : bilingualism & community languages in New Zealand.\n \n \n \n\n\n \n Hirsh, W.\n\n\n \n\n\n\n Heinemann in association with the Office of the Race Relations Conciliator,, Auckland, N.Z. :, 1987.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{hirsh_living_1987,\n\taddress = {Auckland, N.Z. :},\n\ttitle = {Living languages : bilingualism \\& community languages in {New} {Zealand}},\n\tisbn = {978-0-86863-379-4},\n\tshorttitle = {Living languages},\n\tpublisher = {Heinemann in association with the Office of the Race Relations Conciliator,},\n\tauthor = {Hirsh, Walter.},\n\tyear = {1987},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Language contact and bilingualism.\n \n \n \n\n\n \n Appel, R.\n\n\n \n\n\n\n E. Arnold,, London ;, 1987.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{appel_language_1987,\n\taddress = {London ;},\n\ttitle = {Language contact and bilingualism},\n\tisbn = {978-0-7131-6491-6},\n\tpublisher = {E. Arnold,},\n\tauthor = {Appel, René.},\n\tyear = {1987},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Te mana o te reo me ngā tikanga. Power and politics of the language.\n \n \n \n\n\n \n Ka'ai, T. M\n\n\n \n\n\n\n In Ki Te Whaiao: An Introduction to Māori Culture and Society. 1987.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@incollection{kaai_te_1987,\n\ttitle = {Te mana o te reo me ngā tikanga. {Power} and politics of the language},\n\tbooktitle = {Ki {Te} {Whaiao}: {An} {Introduction} to {Māori} {Culture} and {Society}},\n\tauthor = {Ka'ai, Tānia M},\n\tyear = {1987},\n\tkeywords = {Chronology of significant events, Colonisation, Educational initiatives, Event chronology, History, Intergenerational, John Rangihau, Kaupapa ideology, Kohanga, Mana, Māori Culture, Māori Pedagogy, Māori knowledge, Personality Traits, Pākehā, Tikanga, hlistic development, kaumatua input, politics of language, power, te ara poutama, tuakiri tangata},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The politics of small languages in Australia and the Pacific.\n \n \n \n \n\n\n \n Mühlhäusler, P.\n\n\n \n\n\n\n Volume 7 of Language & Communication, 1987.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{muhlhausler_politics_1987,\n\tseries = {Language \\& {Communication},},\n\ttitle = {The politics of small languages in {Australia} and the {Pacific}},\n\tvolume = {7},\n\tcopyright = {Access incurs a cost},\n\turl = {http://www.sciencedirect.com/science/article/pii/0271530987900103},\n\tabstract = {NA},\n\tnumber = {1},\n\tauthor = {Mühlhäusler, Peter},\n\tyear = {1987},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n REDEFINING THE POLITICS OVER ABORIGINAL LANGUAGE RENEWAL: MAORI LANGUAGE PRESCHOOLS AS AGENTS OF SOCIAL CHANGE Augie Fleras , University of Waterloo , Waterloo , Ontario ,.\n \n \n \n \n\n\n \n Fleras, A.\n\n\n \n\n\n\n Canadian Journal of Native Studies, 1(1987): 1–40. 1987.\n \n\n\n\n
\n\n\n\n \n \n $\"REDEFINING$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{fleras_redefining_1987,\n\ttitle = {{REDEFINING} {THE} {POLITICS} {OVER} {ABORIGINAL} {LANGUAGE} {RENEWAL}: {MAORI} {LANGUAGE} {PRESCHOOLS} {AS} {AGENTS} {OF} {SOCIAL} {CHANGE} {Augie} {Fleras} , {University} of {Waterloo} , {Waterloo} , {Ontario} ,},\n\tvolume = {1},\n\turl = {http://www3.brandonu.ca/library/cjns/7.1/fleras.pdf},\n\tabstract = {The use of the Maori language gradually declined in New Zealand. In response, Maori language immersion preschools have developed. These have become an instrument in changing the nature of Maori-government relations, as well as being a major source of shaping Maori consciousness in recent years. The author concluded with an examination of the implica- tions of aboriginal language preschools for Native people in Canada. L'emploi de la langue des Maori a peu à peu baissé en Nouvelle-Zélande. D'autre part, des garderies d'immersion en langue Maori se sont développées. Celles-ci sont devenues un moyen de modifier le nature des rapports Maori-Gouvernement, ainsi qu'une source majeure de modeler la prise de conscience chez les Maori dans les années récentes. L'auteur a conclu en examinant les implications des garderies en langue aborigène pour les autochtones au Canada},\n\tnumber = {1987},\n\tjournal = {Canadian Journal of Native Studies},\n\tauthor = {Fleras, Augie},\n\tyear = {1987},\n\tpages = {1--40},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Language and Ethnic Identity: An Overview and Prologue.\n \n \n \n \n\n\n \n Gudykunst, W. B.; and Schmidt, K. L.\n\n\n \n\n\n\n Journal of Language and Social Psychology, 6(3-4): 157–170. September 1987.\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{gudykunst_language_1987,\n\ttitle = {Language and {Ethnic} {Identity}: {An} {Overview} and {Prologue}},\n\tvolume = {6},\n\tissn = {0261-927X},\n\turl = {http://jls.sagepub.com/cgi/doi/10.1177/0261927X8763001},\n\tdoi = {10.1177/0261927X8763001},\n\tnumber = {3-4},\n\tjournal = {Journal of Language and Social Psychology},\n\tauthor = {Gudykunst, W. B. and Schmidt, K. L.},\n\tmonth = sep,\n\tyear = {1987},\n\tpages = {157--170},\n}\n\n

\n\n\n\n

\n\n\n

@incollection{kaai_te_1987,\n\ttitle = {Te mana o te reo me ngā tikanga. {Power} and politics of the language},\n\tbooktitle = {Ki {Te} {Whaiao}: {An} {Introduction} to {Māori} {Culture} and {Society}},\n\tauthor = {Ka'ai, Tānia M},\n\tyear = {1987},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The politics of small languages in Australia and the Pacific.\n \n \n \n\n\n \n Mühlhäusler, P.\n\n\n \n\n\n\n Volume 7 1987.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{muhlhausler_politics_1987,\n\ttitle = {The politics of small languages in {Australia} and the {Pacific}},\n\tvolume = {7},\n\tabstract = {NA},\n\tnumber = {1},\n\tauthor = {Mühlhäusler, Peter},\n\tyear = {1987},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{fleras_redefining_1987,\n\ttitle = {{REDEFINING} {THE} {POLITICS} {OVER} {ABORIGINAL} {LANGUAGE} {RENEWAL}: {MAORI} {LANGUAGE} {PRESCHOOLS} {AS} {AGENTS} {OF} {SOCIAL} {CHANGE} {Augie} {Fleras} , {University} of {Waterloo} , {Waterloo} , {Ontario} ,},\n\tvolume = {1},\n\turl = {http://www3.brandonu.ca/library/cjns/7.1/fleras.pdf},\n\tabstract = {The use of the Maori language gradually declined in New Zealand. In response, Maori language immersion preschools have developed. These have become an instrument in changing the nature of Maori-government relations, as well as being a major source of shaping Maori consciousness in recent years. The author concluded with an examination of the implica- tions of aboriginal language preschools for Native people in Canada. L'emploi de la langue des Maori a peu à peu baissé en Nouvelle-Zélande. D'autre part, des garderies d'immersion en langue Maori se sont développées. Celles-ci sont devenues un moyen de modifier le nature des rapports Maori-Gouvernement, ainsi qu'une source majeure de modeler la prise de conscience chez les Maori dans les années récentes. L'auteur a conclu en examinant les implications des garderies en langue aborigène pour les autochtones au Canada},\n\tnumber = {1987},\n\tjournal = {Canadian Journal of Native Studies},\n\tauthor = {Fleras, Augie},\n\tyear = {1987},\n\tpages = {1--40},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{gudykunst_language_1987,\n\ttitle = {Language and {Ethnic} {Identity}: {An} {Overview} and {Prologue}},\n\tvolume = {6},\n\tissn = {0261-927X},\n\turl = {http://jls.sagepub.com/cgi/doi/10.1177/0261927X8763001},\n\tdoi = {10.1177/0261927X8763001},\n\tnumber = {3-4},\n\tjournal = {Journal of Language and Social Psychology},\n\tauthor = {Gudykunst, W. B. and Schmidt, K. L.},\n\tmonth = sep,\n\tyear = {1987},\n\tpages = {157--170},\n}\n\n

\n\n\n\n

\n\n\n\n\n\n

\n\n

\n \n 1986\n \n \n (2)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n \n Report of The Waitangi Tribunal on The Te Reo Māori Claim (WAI11).\n \n \n \n \n\n\n \n Waitangi Tribunal\n\n\n \n\n\n\n Technical Report April 1986, 1986.\n \n\n\n\n
\n\n\n\n \n \n $\"Report$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{waitangi_tribunal_report_1986,\n\ttitle = {Report of {The} {Waitangi} {Tribunal} on {The} {Te} {Reo} {Māori} {Claim} ({WAI11})},\n\turl = {https://forms.justice.govt.nz/search/Documents/WT/wt_DOC_68482156/Report on the Te Reo Maori Claim W.pdf},\n\tabstract = {The Maori people of New Zealand take pride in their race, in their history, in their culture and in their status as the tangata whenua of our country. For the last 150 years they have had to come to terms with the influence of the European culture that new settlers brought with them, and in some respects that adjustment is far from complete. Pakeha New Zealanders have outnumbered Maori New Zealanders since the middle of the last century and this predominance has had effect in many ways. As we show in our Finding this proportion has changed during the 20th century, and it may be that in the next 100 years the number of people of Maori descent living in New Zealand may grow to equal or even be greater than those of pakeha ancestry. Because there have been so many English speaking people and so com- paratively few Maori speaking people the use of English has predominated to the detriment of the Maori language. The claimants have said to us that the Crown has failed to protect the Maori language (te reo Maori) and that this is a breach of the promise made in the Treaty of Waitangi.},\n\tnumber = {April 1986},\n\tauthor = {{Waitangi Tribunal}},\n\tyear = {1986},\n\tkeywords = {Māori Language, Treaty of Waitangi, Wai 11, Waitangi Tribunal claim, Waitangi Tribunal report, article 2, official language, te Tiriti o Waitangi, te reo Māori},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@techreport{waitangi_tribunal_report_1986,\n\ttitle = {Report of {The} {Waitangi} {Tribunal} on {The} {Te} {Reo} {Māori} {Claim} ({WAI11})},\n\turl = {https://forms.justice.govt.nz/search/Documents/WT/wt_DOC_68482156/Report on the Te Reo Maori Claim W.pdf},\n\tabstract = {The Maori people of New Zealand take pride in their race, in their history, in their culture and in their status as the tangata whenua of our country. For the last 150 years they have had to come to terms with the influence of the European culture that new settlers brought with them, and in some respects that adjustment is far from complete. Pakeha New Zealanders have outnumbered Maori New Zealanders since the middle of the last century and this predominance has had effect in many ways. As we show in our Finding this proportion has changed during the 20th century, and it may be that in the next 100 years the number of people of Maori descent living in New Zealand may grow to equal or even be greater than those of pakeha ancestry. Because there have been so many English speaking people and so com- paratively few Maori speaking people the use of English has predominated to the detriment of the Maori language. The claimants have said to us that the Crown has failed to protect the Maori language (te reo Maori) and that this is a breach of the promise made in the Treaty of Waitangi.},\n\tnumber = {April 1986},\n\tauthor = {{Waitangi Tribunal}},\n\tyear = {1986},\n\tkeywords = {Māori Language, Treaty of Waitangi, Wai 11, Waitangi Tribunal claim, Waitangi Tribunal report, article 2, official language, te Tiriti o Waitangi, te reo Māori},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1985\n \n \n (4)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n A simplified dictionary of modern Samoan.\n \n \n \n\n\n \n Allardice, R. W.\n\n\n \n\n\n\n Polynesian Press,, Auckland, N.Z. :, 1985.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{allardice_simplified_1985,\n\taddress = {Auckland, N.Z. :},\n\ttitle = {A simplified dictionary of modern {Samoan}},\n\tisbn = {978-0-908597-02-4},\n\tpublisher = {Polynesian Press,},\n\tauthor = {Allardice, R. W.},\n\tyear = {1985},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Frisian reference grammar.\n \n \n \n\n\n \n Tiersma, P. M.\n\n\n \n\n\n\n Foris Publications,, Dordrecht, Holland ;, 1985.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{tiersma_frisian_1985,\n\taddress = {Dordrecht, Holland ;},\n\ttitle = {Frisian reference grammar},\n\tisbn = {978-90-6765-102-8},\n\tpublisher = {Foris Publications,},\n\tauthor = {Tiersma, Pieter Meijes.},\n\tyear = {1985},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The place of the Maori language in the education system : statement to the Waitangi Tribunal in support of the claim of Nga Kaiwhakapumau i te Reo Waiwhetu Marae, 28 June 1985.\n \n \n \n \n\n\n \n Richard. Benton\n\n\n \n\n\n\n RABenton, Wellington, NZ, 1985.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{richard._benton_place_1985,\n\taddress = {Wellington, NZ},\n\ttitle = {The place of the {Maori} language in the education system : statement to the {Waitangi} {Tribunal} in support of the claim of {Nga} {Kaiwhakapumau} i te {Reo} {Waiwhetu} {Marae}, 28 {June} 1985},\n\tshorttitle = {c},\n\turl = {not available in electronic format},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VCaption title., \\$\\$Cgeneral\\_note\\$\\$VPhotocopied material.},\n\tlanguage = {eng},\n\tpublisher = {RABenton},\n\tauthor = {{Richard. Benton}},\n\tyear = {1985},\n\tkeywords = {Ako., Bilingual New Zealand., Education, Maori language Study and teaching New Zealand., Mātauranga., Reorua.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The place of the Maori language in the education system : statement to the Waitangi Tribunal in support of the claim of Nga Kaiwhakapumau i te Reo Waiwhetu Marae, 28 June 1985.\n \n \n \n\n\n \n Richard. Benton\n\n\n \n\n\n\n RABenton, Wellington, NZ, 1985.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{richard._benton_place_1985,\n\taddress = {Wellington, NZ},\n\ttitle = {The place of the {Maori} language in the education system : statement to the {Waitangi} {Tribunal} in support of the claim of {Nga} {Kaiwhakapumau} i te {Reo} {Waiwhetu} {Marae}, 28 {June} 1985},\n\tshorttitle = {The place of the {Maori} language in the education system},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VCaption title., \\$\\$Cgeneral\\_note\\$\\$VPhotocopied material.},\n\tlanguage = {eng},\n\tpublisher = {RABenton},\n\tauthor = {{Richard. Benton}},\n\tyear = {1985},\n\tkeywords = {Ako., Bilingual New Zealand., Education, Maori language Study and teaching New Zealand., Mātauranga., Reorua.},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1984\n \n \n (3)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n A grammar and dictionary of the Samoan language with English and Samoan vocabulary.\n \n \n \n\n\n \n Pratt, G.\n\n\n \n\n\n\n R. McMillan,, Papakura, N.Z. :, 1984.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{pratt_grammar_1984,\n\taddress = {Papakura, N.Z. :},\n\ttitle = {A grammar and dictionary of the {Samoan} language with {English} and {Samoan} vocabulary},\n\tisbn = {978-0-908712-09-0},\n\tpublisher = {R. McMillan,},\n\tauthor = {Pratt, George.},\n\tyear = {1984},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Bilingual education and the survival of the Maori language.\n \n \n \n \n\n\n \n Benton, R. A.\n\n\n \n\n\n\n The Journal of the Polynesian Society,247–266. 1984.\n \n\n\n\n
\n\n\n\n \n \n $\"Bilingual$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{benton_bilingual_1984,\n\ttitle = {Bilingual education and the survival of the {Maori} language},\n\turl = {http://www.jstor.org/stable/20705872},\n\tabstract = {In 1950, in a commentary on the achievements of Māori primary-school children and their teachers during the mid-1930s, the then Senior Inspector of Māori schools wrote : "Bilingualism is not the aim of Māori school service...The teaching and use of Māori language has been specifically excluded from the Māori primary Schools." This article reports on five different schools, their respective communities and their journeys in establishing bilingual education.},\n\turldate = {2016-01-31},\n\tjournal = {The Journal of the Polynesian Society},\n\tauthor = {Benton, Richard A.},\n\tyear = {1984},\n\tpages = {247--266},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{benton_bilingual_1984,\n\ttitle = {Bilingual education and the survival of the {Maori} language},\n\turl = {http://www.jstor.org/stable/20705872},\n\tabstract = {In 1950, in a commentary on the achievements of Māori primary-school children and their teachers during the mid-1930s, the then Senior Inspector of Māori schools wrote : "Bilingualism is not the aim of Māori school service...The teaching and use of Māori language has been specifically excluded from the Māori primary Schools." This article reports on five different schools, their respective communities and their journeys in establishing bilingual education.},\n\turldate = {2016-01-31},\n\tjournal = {The Journal of the Polynesian Society},\n\tauthor = {Benton, Richard A.},\n\tyear = {1984},\n\tpages = {247--266},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1983\n \n \n (5)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Conflict and compromise in multilingual societies.\n \n \n \n\n\n \n McRae, K. D.\n\n\n \n\n\n\n Wilfrid Laurier University Press,, Waterloo, Ont., Canada :, 1983.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{mcrae_conflict_1983,\n\taddress = {Waterloo, Ont., Canada :},\n\ttitle = {Conflict and compromise in multilingual societies},\n\tisbn = {978-0-88920-133-0},\n\tpublisher = {Wilfrid Laurier University Press,},\n\tauthor = {McRae, Kenneth D.},\n\tyear = {1983},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Diglossia in Dying Languages: A Case Study of Guyanese Bhojpuri and Standard Hindi.\n \n \n \n \n\n\n \n Gambhir, S. K.\n\n\n \n\n\n\n Anthropological Linguistics, 25(1): 28–38. 1983.\n \n\n\n\n
\n\n\n\n \n \n $\"Diglossia$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{gambhir_diglossia_1983,\n\ttitle = {Diglossia in {Dying} {Languages}: {A} {Case} {Study} of {Guyanese} {Bhojpuri} and {Standard} {Hindi}},\n\tvolume = {25},\n\tissn = {00035483},\n\turl = {http://www.jstor.org/stable/30027654},\n\tabstract = {This paper presents a comparison of the diglossic relationship between Guyanese Bhojpuri and Standard Hindi with the original concept of diglossia given in Ferguson (1959).2 It is argued here that the Guyanese Bhojpuri-Standard Hindi diglos- sia has been only partially developed. In the present wake of their replacement by Guyanese Creole and Standard English in most of the domains, it seems that the "higher" counterpart of the diglossia has chances of limited survival but the "lower" language is heading for a sure death.},\n\tnumber = {1},\n\tjournal = {Anthropological Linguistics},\n\tauthor = {Gambhir, Surendra K.},\n\tyear = {1983},\n\tpages = {28--38},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The NZCER Maori language survey : notes on the purposes and methodology of the sociolinguistic survey of language use in Maori households and communities.\n \n \n \n \n\n\n \n Richard. Benton\n\n\n \n\n\n\n Maori Unit, New Zealand Council for Educational Research, Wellington, NZ, 1983.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{richard._benton_nzcer_1983,\n\taddress = {Wellington, NZ},\n\ttitle = {The {NZCER} {Maori} language survey : notes on the purposes and methodology of the sociolinguistic survey of language use in {Maori} households and communities},\n\tshorttitle = {The {NZCER} {Maori} language survey},\n\turl = {The NZCER Maori language survey : notes on the purposes and methodology of the sociolinguistic survey of language use in Maori households and communities},\n\tabstract = {A revised and updated version of the sociolinguistic survey of language use in Maori households published in 1978.},\n\tlanguage = {eng},\n\tpublisher = {Maori Unit, New Zealand Council for Educational Research},\n\tauthor = {{Richard. Benton}},\n\tyear = {1983},\n\tkeywords = {Bilingualism New Zealand., Maori language., Reo Māori., Social surveys New Zealand.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{gambhir_diglossia_1983,\n\ttitle = {Diglossia in {Dying} {Languages}: {A} {Case} {Study} of {Guyanese} {Bhojpuri} and {Standard} {Hindi}},\n\tvolume = {25},\n\tissn = {00035483},\n\turl = {http://www.jstor.org/stable/30027654},\n\tabstract = {This paper presents a comparison of the diglossic relationship between Guyanese Bhojpuri and Standard Hindi with the original concept of diglossia given in Ferguson (1959).2 It is argued here that the Guyanese Bhojpuri-Standard Hindi diglos- sia has been only partially developed. In the present wake of their replacement by Guyanese Creole and Standard English in most of the domains, it seems that the "higher" counterpart of the diglossia has chances of limited survival but the "lower" language is heading for a sure death.},\n\tnumber = {1},\n\tjournal = {Anthropological Linguistics},\n\tauthor = {Gambhir, Surendra K.},\n\tyear = {1983},\n\tpages = {28--38},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The NZCER Maori language survey : notes on the purposes and methodology of the sociolinguistic survey of language use in Maori households and communities.\n \n \n \n\n\n \n Richard. Benton\n\n\n \n\n\n\n Maori Unit, New Zealand Council for Educational Research, Wellington, NZ, 1983.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{richard._benton_nzcer_1983,\n\taddress = {Wellington, NZ},\n\ttitle = {The {NZCER} {Maori} language survey : notes on the purposes and methodology of the sociolinguistic survey of language use in {Maori} households and communities},\n\tshorttitle = {The {NZCER} {Maori} language survey},\n\tabstract = {A revised and updated version of the sociolinguistic survey of language use in Maori households published in 1978.},\n\tlanguage = {eng},\n\tpublisher = {Maori Unit, New Zealand Council for Educational Research},\n\tauthor = {{Richard. Benton}},\n\tyear = {1983},\n\tkeywords = {Bilingualism New Zealand., Maori language., Reo Māori., Social surveys New Zealand.},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1982\n \n \n (4)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n \n Maori language and the Pakeha education system. A Historical Outline (Draft 1 version).\n \n \n \n \n\n\n \n New Perspectives on Race\n\n\n \n\n\n\n Technical Report New Perspectives on Race, 1982.\n \n\n\n\n
\n\n\n\n \n \n $\"Maori$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@techreport{new_perspectives_on_race_maori_1982,\n\ttitle = {Maori language and the {Pakeha} education system. {A} {Historical} {Outline} ({Draft} 1 version)},\n\tshorttitle = {Auckland},\n\turl = {http://www.trc.org.nz/sites/trc.org.nz/files/Maori%20language%20and%20the%20Pakeha%20education%20system.pdf},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VPhotocopy of: Auckland : New Perspectives on Race, 1982.},\n\tlanguage = {eng},\n\turldate = {2016-07-17},\n\tinstitution = {New Perspectives on Race},\n\tauthor = {{New Perspectives on Race}},\n\tyear = {1982},\n\tkeywords = {Ako., Discrimination in education New Zealand., Maori language Study and teaching New Zealand., Mātauranga., Racism, Teaching - primary, Teaching - secondary},\n\tpages = {8},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Going native : the regeneration of Saxon English.\n \n \n \n \n\n\n \n Baron, D. E\n\n\n \n\n\n\n Published for the Society by University of Alabama Press, 1982.\n \n\n\n\n
\n\n\n\n \n \n $\"Going$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{baron_going_1982,\n\ttitle = {Going native : the regeneration of {Saxon} {English}},\n\tshorttitle = {Going native},\n\turl = {https://www.dukeupress.edu/going-native-the-regeneration-of-saxon-english/index.html},\n\tlanguage = {eng},\n\tpublisher = {Published for the Society by University of Alabama Press},\n\tauthor = {Baron, Dennis E},\n\tyear = {1982},\n\tkeywords = {English language History., English language Old English, English language Reform., Vocabulary., ca. 450-1100.},\n}\n\n

\n\n\n\n

\n\n\n

@techreport{new_perspectives_on_race_maori_1982,\n\ttitle = {Maori language and the {Pakeha} education system. {A} {Historical} {Outline} ({Draft} 1 version)},\n\tshorttitle = {Auckland},\n\turl = {http://www.trc.org.nz/sites/trc.org.nz/files/Maori%20language%20and%20the%20Pakeha%20education%20system.pdf},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VPhotocopy of: Auckland : New Perspectives on Race, 1982.},\n\tlanguage = {eng},\n\turldate = {2016-07-17},\n\tinstitution = {New Perspectives on Race},\n\tauthor = {{New Perspectives on Race}},\n\tyear = {1982},\n\tkeywords = {Ako., Discrimination in education New Zealand., Maori language Study and teaching New Zealand., Mātauranga., Racism, Teaching - primary, Teaching - secondary},\n\tpages = {8},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{baron_going_1982,\n\ttitle = {Going native : the regeneration of {Saxon} {English}},\n\tshorttitle = {Going native},\n\turl = {https://www.dukeupress.edu/going-native-the-regeneration-of-saxon-english/index.html},\n\tlanguage = {eng},\n\tpublisher = {Published for the Society by University of Alabama Press},\n\tauthor = {Baron, Dennis E},\n\tyear = {1982},\n\tkeywords = {English language History., English language Old English, English language Reform., Vocabulary., ca. 450-1100.},\n}\n\n

\n\n\n\n

\n\n\n\n\n\n

\n\n

\n \n 1981\n \n \n (7)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n The Oxford history of New Zealand.\n \n \n \n\n\n \n Oliver, W. H.\n\n\n \n\n\n\n Claredon Press ;, Oxford :, 1981.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{oliver_oxford_1981,\n\taddress = {Oxford :},\n\ttitle = {The {Oxford} history of {New} {Zealand}},\n\tisbn = {978-0-19-558062-4},\n\tpublisher = {Claredon Press ;},\n\tauthor = {Oliver, W. H.},\n\tyear = {1981},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Factors Associated with Career Change among Secondary School Teachers: A Review of the Literature.\n \n \n \n \n\n\n \n Bloland, P. A.; and Selby, T. J.\n\n\n \n\n\n\n Educational Research Quarterly, 5(3): 13–24. 1981.\n \n\n\n\n
\n\n\n\n \n \n $\"Factors$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{bloland_factors_1981,\n\ttitle = {Factors {Associated} with {Career} {Change} among {Secondary} {School} {Teachers}: {A} {Review} of the {Literature}.},\n\tvolume = {5},\n\tshorttitle = {Factors {Associated} with {Career} {Change} among {Secondary} {School} {Teachers}},\n\turl = {https://www.researchgate.net/publication/234578771_Factors_Associated_with_Career_Change_among_Secondary_School_Teachers_A_Review_of_the_Literature},\n\tabstract = {This review of literature on attrition from teaching indicate that teacher mobility has been studied from the institutional perspective, as personnel turnover, rather than from the viewpoint of the teacher and that important affective and personality issues have been neglected in favor of demographic factor identification. (Author/GK)},\n\tlanguage = {eng},\n\tnumber = {3},\n\tjournal = {Educational Research Quarterly},\n\tauthor = {Bloland, Paul A. and Selby, Thomas J.},\n\tyear = {1981},\n\tkeywords = {Career Change, Job Satisfaction, Literature Reviews, Secondary School Teachers, Secondary education, Teacher Attitudes, Teacher Background, Teacher Characteristics},\n\tpages = {13--24},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The flight of the amokura : Oceanic languages and formal education in the South Pacific.\n \n \n \n \n\n\n \n Benton, R.\n\n\n \n\n\n\n of Educational research series (Wellington, N.Z.) ; no. 63New Zealand Council for Educational Research, Wellington, NZ, 1981.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@book{benton_flight_1981,\n\taddress = {Wellington, NZ},\n\tseries = {Educational research series ({Wellington}, {N}.{Z}.) ; no. 63},\n\ttitle = {The flight of the amokura : {Oceanic} languages and formal education in the {South} {Pacific}},\n\tisbn = {0-908567-20-0},\n\tshorttitle = {The flight of the amokura},\n\turl = {http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=2991636&fileId=S0047404500010599},\n\tlanguage = {eng},\n\tpublisher = {New Zealand Council for Educational Research},\n\tauthor = {Benton, Richard},\n\tyear = {1981},\n\tkeywords = {Language and education Oceania., Oceania Languages.},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Information users.\n \n \n \n\n\n \n Moores, P.\n\n\n \n\n\n\n , 33(3): 83–92. 1981.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{moores_information_1981,\n\ttitle = {Information users},\n\tvolume = {33},\n\tissn = {0001253X},\n\tdoi = {10.1108/eb050773},\n\tnumber = {3},\n\tauthor = {Moores, Paul},\n\tyear = {1981},\n\tpages = {83--92},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Factors Associated with Career Change among Secondary School Teachers: A Review of the Literature.\n \n \n \n\n\n \n Bloland, P. A.; and Selby, T. J.\n\n\n \n\n\n\n Educational Research Quarterly, 5(3): 13–24. 1981.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@article{bloland_factors_1981,\n\ttitle = {Factors {Associated} with {Career} {Change} among {Secondary} {School} {Teachers}: {A} {Review} of the {Literature}.},\n\tvolume = {5},\n\tshorttitle = {Factors {Associated} with {Career} {Change} among {Secondary} {School} {Teachers}},\n\tabstract = {This review of literature on attrition from teaching indicate that teacher mobility has been studied from the institutional perspective, as personnel turnover, rather than from the viewpoint of the teacher and that important affective and personality issues have been neglected in favor of demographic factor identification. (Author/GK)},\n\tlanguage = {eng},\n\tnumber = {3},\n\tjournal = {Educational Research Quarterly},\n\tauthor = {Bloland, Paul A. and Selby, Thomas J.},\n\tyear = {1981},\n\tkeywords = {Career Change, Job Satisfaction, Literature Reviews, Secondary School Teachers, Secondary education, Teacher Attitudes, Teacher Background, Teacher Characteristics},\n\tpages = {13--24},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n The flight of the amokura : Oceanic languages and formal education in the South Pacific /Richard A. Benton.\n \n \n \n\n\n \n Benton, R.\n\n\n \n\n\n\n of Educational research series (Wellington, N.Z.) ; no. 63New Zealand Council for Educational Research, Wellington, NZ, 1981.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@book{benton_flight_1981,\n\taddress = {Wellington, NZ},\n\tseries = {Educational research series ({Wellington}, {N}.{Z}.) ; no. 63},\n\ttitle = {The flight of the amokura : {Oceanic} languages and formal education in the {South} {Pacific} /{Richard} {A}. {Benton}.},\n\tisbn = {0-908567-20-0},\n\tshorttitle = {The flight of the amokura},\n\tlanguage = {eng},\n\tpublisher = {New Zealand Council for Educational Research},\n\tauthor = {Benton, Richard},\n\tyear = {1981},\n\tkeywords = {Language and education Oceania., Oceania Languages.},\n}\n\n

\n\n\n\n

\n\n\n

@article{moores_information_1981,\n\ttitle = {Information users},\n\tvolume = {33},\n\tissn = {0001253X},\n\tdoi = {10.1108/eb050773},\n\tnumber = {3},\n\tauthor = {Moores, Paul},\n\tyear = {1981},\n\tpages = {83--92},\n}\n\n

\n\n\n\n

\n\n\n\n\n\n

\n\n

\n \n 1980\n \n \n (3)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n A dictionary of the Maori language of Rarotonga.\n \n \n \n\n\n \n Savage, S.\n\n\n \n\n\n\n Institute of Pacific Studies, University of the South Pacific in association with the Ministry of Education, Government of the Cook Islands,, Suva :, 1980.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{savage_dictionary_1980,\n\taddress = {Suva :},\n\ttitle = {A dictionary of the {Maori} language of {Rarotonga}},\n\tpublisher = {Institute of Pacific Studies, University of the South Pacific in association with the Ministry of Education, Government of the Cook Islands,},\n\tauthor = {Savage, Stephen},\n\tyear = {1980},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Bilingualism and biculturism as individual and as societal phenomena.\n \n \n \n \n\n\n \n Fishman, J. A.\n\n\n \n\n\n\n Journal of Multilingual and Multicultural Development, 1(1): 3–15. January 1980.\n \n\n\n\n
\n\n\n\n \n \n $\"Bilingualism$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{fishman_bilingualism_1980,\n\ttitle = {Bilingualism and biculturism as individual and as societal phenomena},\n\tvolume = {1},\n\tcopyright = {Downloading this article incurs a charge from the publisher.},\n\tissn = {0143-4632},\n\turl = {http://dx.doi.org/10.1080/01434632.1980.9993995},\n\tdoi = {10.1080/01434632.1980.9993995},\n\tabstract = {Just as diglossia is the stable, societal counterpart to individual bilingualism, so di‐ethnia is the stable, societal counterpart to individual biculturism. Di‐ethnia requires societal compartmentalization as well as institutionally protected functional specificity. These desiderata are hard to attain and to retain — both ideologically and structurally — under “modern”, interactive, mobile and individualistic urban industrial conditions. However, some groups have, intuitively or consciously, displayed a talent for exactly such arrangements. Much of bilingual education unknowingly leads to transitional rather than stable accommodations in the areas of language and culture.},\n\tnumber = {1},\n\turldate = {2016-07-21},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Fishman, Joshua A.},\n\tmonth = jan,\n\tyear = {1980},\n\tpages = {3--15},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@article{fishman_bilingualism_1980,\n\ttitle = {Bilingualism and biculturism as individual and as societal phenomena},\n\tvolume = {1},\n\tissn = {0143-4632},\n\turl = {http://dx.doi.org/10.1080/01434632.1980.9993995},\n\tdoi = {10.1080/01434632.1980.9993995},\n\tabstract = {Just as diglossia is the stable, societal counterpart to individual bilingualism, so di‐ethnia is the stable, societal counterpart to individual biculturism. Di‐ethnia requires societal compartmentalization as well as institutionally protected functional specificity. These desiderata are hard to attain and to retain — both ideologically and structurally — under “modern”, interactive, mobile and individualistic urban industrial conditions. However, some groups have, intuitively or consciously, displayed a talent for exactly such arrangements. Much of bilingual education unknowingly leads to transitional rather than stable accommodations in the areas of language and culture.},\n\tnumber = {1},\n\turldate = {2016-07-21},\n\tjournal = {Journal of Multilingual and Multicultural Development},\n\tauthor = {Fishman, Joshua A.},\n\tmonth = jan,\n\tyear = {1980},\n\tpages = {3--15},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1979\n \n \n (3)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Survey of language use in Maori households and communities = Te Tirohanga i te kōrerotanga o te reo rangatira i roto i ngā kāinga Māori me ngā rohe.\n \n \n \n\n\n \n New Zealand Council for Educational Research. Maori Unit\n\n\n \n\n\n\n Maori Unit, NZCouncil for Educational Research, Wellington, 1979.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand_council_for_educational_research._maori_unit_survey_1979,\n\taddress = {Wellington},\n\ttitle = {Survey of language use in {Maori} households and communities = {Te} {Tirohanga} i te kōrerotanga o te reo rangatira i roto i ngā kāinga {Māori} me ngā rohe.},\n\tlanguage = {eng},\n\tpublisher = {Maori Unit, NZCouncil for Educational Research},\n\tauthor = {{New Zealand Council for Educational Research. Maori Unit}},\n\tyear = {1979},\n\tkeywords = {Language surveys New Zealand Periodicals., Maori (New Zealand people) Periodicals., Maori language Usage Periodicals.},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The legal status of the Maori language : current reality and future prospects : a special report.\n \n \n \n \n\n\n \n Benton, R.\n\n\n \n\n\n\n Maori Research Unit, NZCER, Wellington, NZ, 1979.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{benton_legal_1979,\n\taddress = {Wellington, NZ},\n\ttitle = {The legal status of the {Maori} language : current reality and future prospects : a special report},\n\tshorttitle = {The legal status of the {Maori} language},\n\turl = {http://natlib.govt.nz/records/33513115?search%5Bdirection%5D=desc&search%5Bi%5D%5Bcentury%5D=1900&search%5Bi%5D%5Bcollection%5D=Publications+New+Zealand&search%5Bi%5D%5Bsubject%5D=Maori+language&search%5Bpath%5D=items&search%5Bsort%5D=syndication_date},\n\tabstract = {This report first sets out the current official status of the Maori language, as revealed in legislation and recent directions of the courts. The present situation is the discussed briefly in the light of the provisions of the Maori text of the Treaty of Waitangi, and the apparent intention of the New Zealand Constitution Act. The need for a more secure legal basis for the Maori language is the outlined, and a selection of policy alternatives and their likely consequences are commented upon briefly. The final section of the report contains two recommendations for action.},\n\tlanguage = {eng},\n\tpublisher = {Maori Research Unit, NZCER},\n\tauthor = {Benton, Richard},\n\tyear = {1979},\n\tkeywords = {Maori language., Reo Māori., Ture.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{new_zealand_council_for_educational_research._maori_unit_survey_1979,\n\taddress = {Wellington},\n\ttitle = {Survey of language use in {Maori} households and communities = {Te} {Tirohanga} i te kōrerotanga o te reo rangatira i roto i ngā kāinga {Māori} me ngā rohe.},\n\tlanguage = {eng},\n\tpublisher = {Maori Unit, NZCouncil for Educational Research},\n\tauthor = {{New Zealand Council for Educational Research. Maori Unit}},\n\tyear = {1979},\n\tkeywords = {Language surveys New Zealand Periodicals., Maori (New Zealand people) Periodicals., Maori language Usage Periodicals.},\n}\n\n

\n\n\n\n

\n\n\n\n\n\n

\n\n

\n \n 1975\n \n \n (1)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n A bibliography of printed Māori to 1900, and Supplement.\n \n \n \n\n\n \n Williams, H. W.\n\n\n \n\n\n\n A.R. Shearer, Govt. Printer,, Wellington, N.Z. :, 1975.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{williams_bibliography_1975,\n\taddress = {Wellington, N.Z. :},\n\ttitle = {A bibliography of printed {Māori} to 1900, and {Supplement}},\n\tpublisher = {A.R. Shearer, Govt. Printer,},\n\tauthor = {Williams, Herbert W.},\n\tyear = {1975},\n}\n\n

\n\n\n\n

\n\n\n\n\n\n

\n\n

\n \n 1974\n \n \n (2)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Te reo Maori : Maori language and the N.Z. Education Department.\n \n \n \n\n\n \n Nga Tamatoa\n\n\n \n\n\n\n Nga Tamatoa & Citizens' Association for Racial Equality, Auckland, 1974.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{nga_tamatoa_te_1974,\n\taddress = {Auckland},\n\ttitle = {Te reo {Maori} : {Maori} language and the {N}.{Z}. {Education} {Department}},\n\tshorttitle = {Te reo {Maori}},\n\tlanguage = {eng},\n\tpublisher = {Nga Tamatoa \\& Citizens' Association for Racial Equality},\n\tauthor = {{Nga Tamatoa}},\n\tyear = {1974},\n\tkeywords = {Maori language Study and teaching New Zealand., Matareo., New Zealand. Department of Education.},\n}\n\n

\n\n\n\n

\n\n\n

@book{nga_tamatoa_te_1974,\n\taddress = {Auckland},\n\ttitle = {Te reo {Maori} : {Maori} language and the {N}.{Z}. {Education} {Department}},\n\tshorttitle = {Te reo {Maori}},\n\tlanguage = {eng},\n\tpublisher = {Nga Tamatoa \\& Citizens' Association for Racial Equality},\n\tauthor = {{Nga Tamatoa}},\n\tyear = {1974},\n\tkeywords = {Maori language Study and teaching New Zealand., Matareo., New Zealand. Department of Education.},\n}\n\n

\n\n\n\n

\n\n\n\n\n\n

\n\n

\n \n 1973\n \n \n (2)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Te reo Maori : a historical survey of Maori language : a research exercise for MAOR 302, Department of Anthropology, 1972.\n \n \n \n\n\n \n Terangi, N.\n\n\n \n\n\n\n Victoria University of Wellington, Wellington, 1973.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

@book{terangi_te_1973,\n\taddress = {Wellington},\n\ttitle = {Te reo {Maori} : a historical survey of {Maori} language : a research exercise for {MAOR} 302, {Department} of {Anthropology}, 1972},\n\tshorttitle = {Te reo {Maori}},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VCover title., \\$\\$C general\\_note\\$\\$V "National Maori Language Day publication, 14 September, 1973."},\n\tlanguage = {eng},\n\tpublisher = {Victoria University of Wellington},\n\tauthor = {Terangi, Nikora},\n\tyear = {1973},\n\tkeywords = {Maori language., Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{terangi_te_1973,\n\taddress = {Wellington},\n\ttitle = {Te reo {Maori} : a historical survey of {Maori} language : a research exercise for {MAOR} 302, {Department} of {Anthropology}, 1972},\n\tshorttitle = {Te reo {Maori}},\n\tabstract = {\\$\\$Cgeneral\\_note\\$\\$VCover title., \\$\\$C general\\_note\\$\\$V "National Maori Language Day publication, 14 September, 1973."},\n\tlanguage = {eng},\n\tpublisher = {Victoria University of Wellington},\n\tauthor = {Terangi, Nikora},\n\tyear = {1973},\n\tkeywords = {Maori language., Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1971\n \n \n (2)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Persistent cultural systems.\n \n \n \n\n\n \n Spicer, E. H\n\n\n \n\n\n\n Science (New York, N.Y.), 174: 795–800. 1971.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{spicer_persistent_1971,\n\ttitle = {Persistent cultural systems.},\n\tvolume = {174},\n\tissn = {0036-8075},\n\tdoi = {10.1126/science.174.4011.795},\n\tabstract = {I have indicated here some features of a kind of entity which I have called a cultural identity system, and I have focused on a variety of this general type-the persistent system. In general terms it is best described as a system of beliefs and sentiments concerning historical events. I suggest using the term "a people" for the human beings who, at any given time, hold beliefs of this kind. These are phenomena with which we have been long familiar, but they have not been systematically studied by any but a few investigators. I have emphasized that a persistent system is a cumulative cultural phenomenon, an open-ended system that defines a course of action for the people believing in it. Such peoples are able to maintain continuity in their experience and their conception of themselves in a wide variety of sociocultural environments. I hold that certain kinds of identifiable conditions give rise to this type of cultural system. These may best be summarized as an oppositional process involving the interactions of individuals in the environment of a state or a similar large-scale organization. The oppositional process frequently produces intense collective consciousness and a high degree of internal solidarity. This is accompanied by a motivation for individuals to continue the kind of experience that is "stored" in the identity system in symbolic form. The persistent identity system is more stable as a cultural structure than are large-scale political organizations. When large-scale states disintegrate, they often appear to decompose into cultural systems of the persistent type. Large-scale organizations also give rise to the kind of environment that can result in the formation of new persistent systems. It is possible that, while being formed, states depend for their impetus on the accumulated energy of persistent peoples. A proposition for consideration is that states tend to dissipate the energy of peoples after transforming that energy into state-level integrations, and then regularly break down in the absence of mechanisms for maintaining human motivations in the large-scale organizations that they generate.},\n\tjournal = {Science (New York, N.Y.)},\n\tauthor = {Spicer, Edward H},\n\tyear = {1971},\n\tpmid = {5120518},\n\tpages = {795--800},\n}\n\n

\n\n\n

\n I have indicated here some features of a kind of entity which I have called a cultural identity system, and I have focused on a variety of this general type-the persistent system. In general terms it is best described as a system of beliefs and sentiments concerning historical events. I suggest using the term \"a people\" for the human beings who, at any given time, hold beliefs of this kind. These are phenomena with which we have been long familiar, but they have not been systematically studied by any but a few investigators. I have emphasized that a persistent system is a cumulative cultural phenomenon, an open-ended system that defines a course of action for the people believing in it. Such peoples are able to maintain continuity in their experience and their conception of themselves in a wide variety of sociocultural environments. I hold that certain kinds of identifiable conditions give rise to this type of cultural system. These may best be summarized as an oppositional process involving the interactions of individuals in the environment of a state or a similar large-scale organization. The oppositional process frequently produces intense collective consciousness and a high degree of internal solidarity. This is accompanied by a motivation for individuals to continue the kind of experience that is \"stored\" in the identity system in symbolic form. The persistent identity system is more stable as a cultural structure than are large-scale political organizations. When large-scale states disintegrate, they often appear to decompose into cultural systems of the persistent type. Large-scale organizations also give rise to the kind of environment that can result in the formation of new persistent systems. It is possible that, while being formed, states depend for their impetus on the accumulated energy of persistent peoples. A proposition for consideration is that states tend to dissipate the energy of peoples after transforming that energy into state-level integrations, and then regularly break down in the absence of mechanisms for maintaining human motivations in the large-scale organizations that they generate.\n

\n\n\n

\n\n\n\n\n\n

\n\n

\n \n 1969\n \n \n (3)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n \n Research Possibilities on Group Bilingualism: A Report.\n \n \n \n \n\n\n \n Kloss, H.\n\n\n \n\n\n\n Technical Report 1, 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"Research$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@techreport{kloss_research_1969,\n\ttitle = {Research {Possibilities} on {Group} {Bilingualism}: {A} {Report}},\n\turl = {http://files.eric.ed.gov/fulltext/ED037728.pdf},\n\tabstract = {This report examines the problems involved in researching institutional and socio-cultural bilingualism and contains suggestions for about 60 projects and related case studies. These projects are presented under the following headings: (1) The Service, Methodological and Geographical Aspects, (2) Inventories, (3) Problems of Conceptualization and Classification Common to All or Most Countries, (4) Heterogeneous Polities, (5) Problems of the Nation State and of the Monolingual Society, (6) Socio-Cultural Bilingualism, and (7) Language Planning. (FB)},\n\tnumber = {1},\n\tauthor = {Kloss, Heinz},\n\tyear = {1969},\n\tkeywords = {Bilingualism},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Effective Language Education Practices and Native Language Survival.\n \n \n \n\n\n \n ed Reyhner, J.\n\n\n \n\n\n\n . 1969.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{ed_reyhner_effective_1969,\n\ttitle = {Effective {Language} {Education} {Practices} and {Native} {Language} {Survival}},\n\tauthor = {ed Reyhner, Jon.},\n\tyear = {1969},\n}\n\n

\n\n\n\n

\n\n\n

@techreport{kloss_research_1969,\n\ttitle = {Research {Possibilities} on {Group} {Bilingualism}: {A} {Report}},\n\turl = {http://files.eric.ed.gov/fulltext/ED037728.pdf},\n\tabstract = {This report examines the problems involved in researching institutional and socio-cultural bilingualism and contains suggestions for about 60 projects and related case studies. These projects are presented under the following headings: (1) The Service, Methodological and Geographical Aspects, (2) Inventories, (3) Problems of Conceptualization and Classification Common to All or Most Countries, (4) Heterogeneous Polities, (5) Problems of the Nation State and of the Monolingual Society, (6) Socio-Cultural Bilingualism, and (7) Language Planning. (FB)},\n\tnumber = {1},\n\tauthor = {Kloss, Heinz},\n\tyear = {1969},\n\tkeywords = {Bilingualism},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1937\n \n \n (1)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n \n The Value of Maori Study.\n \n \n \n \n\n\n \n Tohunga\n\n\n \n\n\n\n The New Zealand Railways Magazine,, 12(3). June 1937.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{tohunga_value_1937,\n\ttitle = {The {Value} of {Maori} {Study}},\n\tvolume = {12},\n\turl = {http://nzetc.victoria.ac.nz/tm/scholarly/tei-Gov12_03Rail-t1-body-d7-d2.html and http://nzetc.victoria.ac.nz/tm/scholarly/tei-Gov12_03Rail-t1-body-d7.html},\n\tabstract = {It cannot, of course, be held that French need not be taught because very few need to use it. Latin and French enter so much into our English language that it is essential they should be part of any system of education. There is the literary and cultural value that needs no stressing. But it is not a question of substitution or replacing any other language with Maori. It is simply claimed that it is of at least equal value.},\n\tnumber = {3},\n\tjournal = {The New Zealand Railways Magazine,},\n\tauthor = {{Tohunga}},\n\tmonth = jun,\n\tyear = {1937},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 1890\n \n \n (2)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n \n Richard Jefferies life and works 22 test record.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n 1890.\n \n\n\n\n
\n\n\n\n \n \n $\"Richard$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_richard_1890,\n\ttitle = {Richard {Jefferies} life and works 22 test record},\n\turl = {http://www.richardjefferiessociety.co.uk/jefferieslife.html},\n\tabstract = {This is a record for testing purposes - please don't delete Jan},\n\turldate = {2016-07-11},\n\tyear = {1890},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{noauthor_richard_1890,\n\ttitle = {Richard {Jefferies} life and works 22 test record},\n\turl = {http://www.richardjefferiessociety.co.uk/jefferieslife.html},\n\tabstract = {This is a record for testing purposes - please don't delete Jan},\n\turldate = {2016-07-11},\n\tyear = {1890},\n}\n\n

\n\n\n\n\n\n

\n\n

\n \n 209\n \n \n (2)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n \n Māori: A Linguistic Introduction by Ray Harlow.\n \n \n \n \n\n\n \n Mosel, U.\n\n\n \n\n\n\n Anthropological Linguistics, 51(1): 92–94. 209.\n \n\n\n\n
\n\n\n\n \n \n $\"Māori:$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{mosel_maori:_209,\n\ttitle = {Māori: {A} {Linguistic} {Introduction} by {Ray} {Harlow}},\n\tvolume = {51},\n\turl = {http://www.jstor.org/stable/40730837?__redirected},\n\tnumber = {1},\n\tjournal = {Anthropological Linguistics},\n\tauthor = {Mosel, Ulrike},\n\tyear = {209},\n\tpages = {92--94},\n}\n\n

\n\n\n\n

\n\n\n

@article{mosel_maori:_209,\n\ttitle = {Māori: {A} {Linguistic} {Introduction} by {Ray} {Harlow}},\n\tvolume = {51},\n\turl = {http://www.jstor.org/stable/40730837?__redirected},\n\tnumber = {1},\n\tjournal = {Anthropological Linguistics},\n\tauthor = {Mosel, Ulrike},\n\tyear = {209},\n\tpages = {92--94},\n}\n\n

\n\n\n\n

\n\n\n\n\n\n

\n\n

\n \n 199\n \n \n (6)\n \n \n

\n \n \n

\n \n\n \n \n \n \n \n Kotahi mano kāika: Kotahi Mano Wawata.\n \n \n \n\n\n \n Te Rūnanga o Ngāi Tahu\n\n\n \n\n\n\n 199.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{te_runanga_o_ngai_tahu_kotahi_199,\n\ttitle = {Kotahi mano kāika: {Kotahi} {Mano} {Wawata}},\n\tshorttitle = {One {Thousand} {Homes}, {One} {Thousand} {Aspirations}},\n\tabstract = {Māori language resources and support for families who wish to use te reo Māori more often in their daily lives. Discusses the benefits of speaking Māori at home, and issues around raising bilingual children.},\n\tlanguage = {eng;mao},\n\tauthor = {{Te Rūnanga o Ngāi Tahu}},\n\tyear = {199},\n\tkeywords = {Kotahi Mano Wawata., Maori language Glossaries, Maori language Study and teaching., Maori language., Mātauranga., Reo Māori., Te Rūnanga o Ngāi Tahu. Kotahi Mano Kāika, etc., vocabularies},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Mā Te Reo mā te reo, me te reo, mō te reo.\n \n \n \n\n\n \n New Zealand. Māori Language Commission; and Mā Te Reo\n\n\n \n\n\n\n Mā Te Reo, 199.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._maori_language_commission_ma_199,\n\ttitle = {Mā {Te} {Reo} mā te reo, me te reo, mō te reo.},\n\tabstract = {Government funded programme to support local level Māori language regeneration. Includes links to resources and publications., \\$\\$Cgeneral\\_note\\$\\$VArchived by the National Library of New Zealand., \\$\\$C general\\_note\\$\\$V Title from home page (viewed on Oct. 27, 2009)., \\$\\$Cgeneral\\_note\\$\\$VLinks from archived instances of this website to other websites are non-functional. Archived instances of this website may lack content due to technical difficulties., \\$\\$C general\\_note\\$\\$V Administered by Te Taura Whiri i te Reo Māori., \\$\\$Csystem\\_note\\$\\$VMode of access: World Wide Web., \\$\\$C languages\\_note\\$\\$V In Māori and English.},\n\tlanguage = {mao;eng},\n\tpublisher = {Mā Te Reo},\n\tauthor = {{New Zealand. Māori Language Commission} and {Mā Te Reo}},\n\tyear = {199},\n\tkeywords = {Maori language., Mā Te Reo (Program), Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Kōrero Māori.\n \n \n \n\n\n \n New Zealand. Māori Language Commission\n\n\n \n\n\n\n Māori Language Commission, 199.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

@book{new_zealand._maori_language_commission_korero_199,\n\ttitle = {Kōrero {Māori}},\n\tabstract = {Māori Language Commission site for beginners to advanced speakers of the Māori language. Includes interactive guides, resources, and cultural information., \\$\\$Cgeneral\\_note\\$\\$VArchived by the National Library of New Zealand., \\$\\$C general\\_note\\$\\$V Title from home page (viewed on Feb. 3, 2009)., \\$\\$Cgeneral\\_note\\$\\$VLinks from archived instances of this website to other websites are non-functional. Archived instances of this website may lack content due to technical difficulties., \\$\\$Csystem\\_note\\$\\$VMode of access: World Wide Web., \\$\\$C languages\\_note\\$\\$V In English and Māori},\n\tlanguage = {eng;mao},\n\tpublisher = {Māori Language Commission},\n\tauthor = {{New Zealand. Māori Language Commission}},\n\tyear = {199},\n\tkeywords = {Maori language Conversation and phrase books English., Maori language Grammar., Maori language Terms and phrases., Maori language Vocabulary., Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{te_runanga_o_ngai_tahu_kotahi_199,\n\ttitle = {Kotahi mano kāika: {Kotahi} {Mano} {Wawata}},\n\tshorttitle = {One {Thousand} {Homes}, {One} {Thousand} {Aspirations}},\n\tabstract = {Māori language resources and support for families who wish to use te reo Māori more often in their daily lives. Discusses the benefits of speaking Māori at home, and issues around raising bilingual children.},\n\tlanguage = {eng;mao},\n\tauthor = {{Te Rūnanga o Ngāi Tahu}},\n\tyear = {199},\n\tkeywords = {Kotahi Mano Wawata., Maori language Glossaries, Maori language Study and teaching., Maori language., Mātauranga., Reo Māori., Te Rūnanga o Ngāi Tahu. Kotahi Mano Kāika, etc., vocabularies},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{new_zealand._maori_language_commission_ma_199,\n\ttitle = {Mā {Te} {Reo} mā te reo, me te reo, mō te reo.},\n\tabstract = {Government funded programme to support local level Māori language regeneration. Includes links to resources and publications., \\$\\$Cgeneral\\_note\\$\\$VArchived by the National Library of New Zealand., \\$\\$C general\\_note\\$\\$V Title from home page (viewed on Oct. 27, 2009)., \\$\\$Cgeneral\\_note\\$\\$VLinks from archived instances of this website to other websites are non-functional. Archived instances of this website may lack content due to technical difficulties., \\$\\$C general\\_note\\$\\$V Administered by Te Taura Whiri i te Reo Māori., \\$\\$Csystem\\_note\\$\\$VMode of access: World Wide Web., \\$\\$C languages\\_note\\$\\$V In Māori and English.},\n\tlanguage = {mao;eng},\n\tpublisher = {Mā Te Reo},\n\tauthor = {{New Zealand. Māori Language Commission} and {Mā Te Reo}},\n\tyear = {199},\n\tkeywords = {Maori language., Mā Te Reo (Program), Reo Māori.},\n}\n\n

\n\n\n\n\n\n

\n\n\n

@book{new_zealand._maori_language_commission_korero_199,\n\ttitle = {Kōrero {Māori}},\n\tabstract = {Māori Language Commission site for beginners to advanced speakers of the Māori language. Includes interactive guides, resources, and cultural information., \\$\\$Cgeneral\\_note\\$\\$VArchived by the National Library of New Zealand., \\$\\$C general\\_note\\$\\$V Title from home page (viewed on Feb. 3, 2009)., \\$\\$Cgeneral\\_note\\$\\$VLinks from archived instances of this website to other websites are non-functional. Archived instances of this website may lack content due to technical difficulties., \\$\\$Csystem\\_note\\$\\$VMode of access: World Wide Web., \\$\\$C languages\\_note\\$\\$V In English and Māori},\n\tlanguage = {eng;mao},\n\tpublisher = {Māori Language Commission},\n\tauthor = {{New Zealand. Māori Language Commission}},\n\tyear = {199},\n\tkeywords = {Maori language Conversation and phrase books English., Maori language Grammar., Maori language Terms and phrases., Maori language Vocabulary., Reo Māori.},\n}\n\n

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\n \n undefined\n \n \n (47)\n \n \n

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\n \n\n \n \n \n \n \n .\n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 9 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

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\n \n\n \n \n \n \n \n Don't make me think! : a common sense approach to Web usability.\n \n \n \n\n\n \n Krug, S.\n\n\n \n\n\n\n Que,, Indianapolis, Ind. :, .\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{krug_dont_nodate,\n\taddress = {Indianapolis, Ind. :},\n\ttitle = {Don't make me think! : a common sense approach to {Web} usability},\n\tisbn = {978-0-7897-2310-9},\n\tshorttitle = {Don't make me think!},\n\tpublisher = {Que,},\n\tauthor = {Krug, Steve.},\n}\n\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Fauna of New Zealand: Margarodidae (Insecta: Hemiptera).\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"Fauna$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_fauna_nodate,\n\ttitle = {Fauna of {New} {Zealand}: {Margarodidae} ({Insecta}: {Hemiptera})},\n\turl = {http://faunaseries.landcareresearch.co.nz/pages/Book.aspx?fileName=Fauna%2021.xml},\n\tabstract = {vol 21 avaialble electronically on the Electronic Text Centre},\n\turldate = {2017-03-27},\n}\n\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Aotearoa/New Zealand?.\n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{may_aotearoa/new_nodate,\n\ttitle = {Aotearoa/{New} {Zealand}?},\n\tauthor = {May, Stephen},\n}\n\n

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\n \n\n \n \n \n \n \n Heritage Language in America Preserving a National Resource. Language in Education Theory and Practice.\n \n \n \n\n\n \n Peton, J. K.; Ranard, D. A.; and McGinnis, S.\n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{peton_heritage_nodate,\n\ttitle = {Heritage {Language} in {America} {Preserving} a {National} {Resource}. {Language} in {Education} {Theory} and {Practice}.},\n\tauthor = {Peton, Joy Kreeft and Ranard, Donald A. and McGinnis, Scott},\n}\n\n

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\n \n\n \n \n \n \n \n \n Toitū te Reo: Evaluation of Tāiki E!, Haumi E!, Toi te Kupu and Eke Pānuku. Revised Report for Huia and Learning Media Ltd.\n \n \n \n \n\n\n \n Skerrett, M.; and Hunia, M.\n\n\n \n\n\n\n Technical Report .\n \n\n\n\n
\n\n\n\n \n \n $\"Toitū$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{skerrett_toitu_nodate,\n\ttitle = {Toitū te {Reo}: {Evaluation} of {Tāiki} {E}!, {Haumi} {E}!, {Toi} te {Kupu} and {Eke} {Pānuku}. {Revised} {Report} for {Huia} and {Learning} {Media} {Ltd}},\n\turl = {http://ir.canterbury.ac.nz/handle/10092/5089},\n\tabstract = {This evaluative study, Toitū te Reo: Evaluation of Tāiki E!, Haumi E!, Toi te Kupu and Eke Panuku, provides a critical evaluation for the Ministry of Education of student materials used in the Māori medium sector. Educational materials that validate Māori identity, tikanga and te reo Māori, and that accurately and positively reflect the readers' lives and values through text and images are an important part of the educational experience for Māori students. Equally, any study of those educational experiences, inclusive of materials produced to support learning and teaching in the Māori medium context, will be best achieved by researchers who are themselves positioned within the community being researched. Only then can Māori-centred research projects satisfy the research demands of kaupapa Māori education, because the research is positioned within the community and is accountable to community – kura, whānau, hapū and iwi. This is a Māori-centred research approach that produces findings that are relevant and meaningful with a view to improved reo Māori outcomes for ākonga. This report provides a summary and clarification of the issues identified by the research participants and literature in relation to the development of Māori language resources. It has three main sections. The first section describes the structure of the project, the research methodology which guided this project and further relevant literature which contextualises the study. The second section focuses on the questions which this study sought to answer and discusses the issues raised by the research participants. A range of strategies to address those issues are suggested in the discussions, including areas for further research and development. The third section, te pūmanawa o te whakaaro, te kiko o te kaupapa, is an exposé of the data integrated into the relevant sections. These are included as appendices (see Appendix 2-6).},\n\tauthor = {Skerrett, Mere and Hunia, Maraea},\n\tpages = {1--74},\n}\n\n

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\n \n\n \n \n \n \n \n \n Whakapiki i te Reo.\n \n \n \n \n\n\n \n Victoria University of Wellington\n\n\n \n\n\n\n Technical Report .\n \n\n\n\n
\n\n\n\n \n \n $\"Whakapiki$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{victoria_university_of_wellington_whakapiki_nodate,\n\ttitle = {Whakapiki i te {Reo}},\n\turl = {http://www.victoria.ac.nz/education/pdf/whakapiki/Contract-Information-Guide-PDF.pdf},\n\tabstract = {In June 2006 Te Kura Māori, Faculty of Education, Victoria University of Wellington (VUW) secured one of the Whakapiki i te Reo (WPR) contracts with the Ministry of Education. The purpose of WPR is to strengthen teachers’ capability to teach through the medium of te reo Māori, by providing a high quality professional learning and development programme (PLD) that improves teachers’ language proficiency and increases their knowledge, skill and application to support students’ language achievement. There are three teacher engagement components within this PLD programme: online, face-to-face, and digital technology, (see Figure 1: Concept Design below). Each component has a number of aspects, activities or information that contributes to the overall programme. The online component has material that is available to participants via the computer and Internet. The face-to-face component supports activities that take place between the Regional Coordinator (RC), the In-school Facilitator (ISF), and the participants. The digital technology component material is downloaded and viewed on the iPod Touch or iPad.},\n\turldate = {2017-07-17},\n\tauthor = {{Victoria University of Wellington}},\n\tpages = {71},\n}\n\n

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\n \n\n \n \n \n \n \n \n test title.\n \n \n \n \n\n\n \n smitho\n\n\n \n\n\n\n . .\n \n\n\n\n
\n\n\n\n \n \n $\"test$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@article{smitho_test_nodate,\n\ttitle = {test title},\n\turl = {http://www.scoop.co.nz},\n\tabstract = {abstract},\n\tauthor = {{smitho}},\n}\n\n

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\n \n\n \n \n \n \n \n Review of Te Reo Mauriora.\n \n \n \n\n\n \n Higgins, R.\n\n\n \n\n\n\n Technical Report .\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{higgins_review_nodate,\n\ttitle = {Review of {Te} {Reo} {Mauriora}},\n\tauthor = {Higgins, Rawinia},\n}\n\n

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\n \n\n \n \n \n \n \n \n Rock Point Community School's Bilingual Program.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"Rock$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_rock_nodate,\n\ttitle = {Rock {Point} {Community} {School}'s {Bilingual} {Program}},\n\turl = {http://jan.ucc.nau.edu/ jar/NALI7.html},\n\turldate = {2016-08-01},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Piko o te Māhuri: The key attributes of successful Kura Kaupapa Māori.\n \n \n \n \n\n\n \n Tākao, N.; Grennell, D.; McKegg, K.; and Wehipeihana, N.\n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{takao_te_nodate,\n\ttitle = {Te {Piko} o te {Māhuri}: {The} key attributes of successful {Kura} {Kaupapa} {Māori}},\n\turl = {https://www.educationcounts.govt.nz/publications/maori/105966/80403/1.-the-nature-of-success},\n\tabstract = {The research project examines the key attributes of successful kura and how and why the attributes contribute to kura being successful. The research adopted a strengths based approach and focused on what is working, the strengths and resilience of kura, with the intention of promoting and building on the successes. The methodology implemented a case study approach involving 5 successful kura. The report addresses the outcomes and experiences sought and valued by whānau and iwi of the respective case study kura.},\n\turldate = {2015-12-21},\n\tauthor = {Tākao, Nuki and Grennell, Denis and McKegg, Kate and Wehipeihana, Nan},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Revival of the Mohawk Language in Kahnawake.\n \n \n \n \n\n\n \n Hoover, M. L\n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{hoover_revival_nodate,\n\ttitle = {The {Revival} of the {Mohawk} {Language} in {Kahnawake}},\n\turl = {https://www.brandonu.ca/library/},\n\tauthor = {Hoover, Michael L},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te rerenga ä te pïrere: a longitudinal study of köhanga reo and kura kaupapa Mäori students - Phase I Report \\textbar New Zealand Council for Educational Research.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_te_nodate,\n\ttitle = {Te rerenga ä te pïrere: a longitudinal study of köhanga reo and kura kaupapa {Mäori} students - {Phase} {I} {Report} {\\textbackslash}textbar {New} {Zealand} {Council} for {Educational} {Research}},\n\turl = {http://www.nzcer.org.nz/research/publications/te-rerenga-te-pirere-longitudinal-study-kohanga-reo-and-kura-kaupapa-maori-stu},\n\turldate = {2016-07-27},\n}\n\n

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\n \n\n \n \n \n \n \n \n ILAC_book6 - ILAC_10_DaghidaProject.pdf.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"ILAC_book6$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_ilac_book6_nodate,\n\ttitle = {{ILAC}\\_book6 - {ILAC}\\_10\\_DaghidaProject.pdf},\n\turl = {https://sites.ualberta.ca/ srice/pubs/ILAC_10_DaghidaProject.pdf},\n\turldate = {2016-07-20},\n}\n\n

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\n \n\n \n \n \n \n \n \n Kaiaka Reo: Reo-ā-Waha Ki Te Motu - The Development of Māori Oral Language Proficiency Progressions.\n \n \n \n \n\n\n \n Edmonds, K.; Roberts, N.; Keegan, P.; Houia, W.; and Dale, H.\n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"Kaiaka$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{edmonds_kaiaka_nodate,\n\ttitle = {Kaiaka {Reo}: {Reo}-ā-{Waha} {Ki} {Te} {Motu} - {The} {Development} of {Māori} {Oral} {Language} {Proficiency} {Progressions}},\n\turl = {https://www.educationcounts.govt.nz/publications/maori/105966/kaiaka-reo-reo-waha-ki-te-motu},\n\tabstract = {This report presents the development process and outcomes of establishing Māori oral language proficiency progressions for year one to year eight learners that would inform National Standards in Māori-medium contexts. The Ministry of Education sought to improve its understanding and develop progressions that would make explicit the progress students could be expected to make at the different ages and stages of their reo Māori development and how this could be measured},\n\turldate = {2015-12-09},\n\tauthor = {Edmonds, Katarina and Roberts, Ngaere and Keegan, Peter and Houia, Waldo and Dale, Hemi},\n}\n\n

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\n \n\n \n \n \n \n \n \n The Negation of Powerlessness: Maori Feminism, a Perspective - ProQuest.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_negation_nodate,\n\ttitle = {The {Negation} of {Powerlessness}: {Maori} {Feminism}, a {Perspective} - {ProQuest}},\n\tshorttitle = {The {Negation} of {Powerlessness}},\n\turl = {https://search.informit.com.au/documentSummary;dn=950403966;res=IELAPA},\n\tabstract = {The Negation of Powerlessness: Maori Feminism, a Perspective There is a void in our conceptual topography as Maori Women. The void has been created by the internalisation of powerlessness as a consequence of emergent power cliques which are a reflection of dominant power relations. In the clamour to fill the void of Mana Whenua, the quintessence of the Maori psyche – Mana Wairua maintains barely, by virtue of Mana Wahine. He tau pai te tau He tau orate tau He tau ngehe te tau He tau mote wahine Rapua he purapura e ora ai te iwi. The year is good A year of well being A year of peace A year for women We must seek that which will be of greatest benefit for people. Ko tenei whakatauki, no Tawhiao mo tana Tuawahine – anei nga kupu, anei te timatanga o taku korero. This whakatauki was quoted by Tawhiao in remembrance of the deeds of one of his Tuawahine who had ordered the slaying and skinning of her pet dogs so that the tribe could be fed and kept warm. It was a chivalrous act of a woman who sacrificed her treasures for the greater good. It was an act deserving of honour from no less than a King. The background to preparing this paper has been nearly twenty years of involvement in political activism and Maori development. This paper is part of an ongoing effort to find some explanation for how and why we are responding to what is happening to us as a people. Further it looks at our own context and how we as indigenous people have been forced outward to bond with other indigenous peoples against the closing ranks of the power culture within. The paper analyses events and actions in women's political leadership, Maori economic development...},\n\turldate = {2015-12-22},\n}\n\n

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\n \n\n \n \n \n \n \n \n Language Revival and Reversal \\textbar New Zealand Council for Educational Research.\n \n \n \n \n\n\n \n Baker, C.\n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"Language$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{baker_language_nodate,\n\ttitle = {Language {Revival} and {Reversal} {\\textbackslash}textbar {New} {Zealand} {Council} for {Educational} {Research}},\n\turl = {http://www.nzcer.org.nz/nzcerpress/set/articles/language-revival-and-reversal},\n\turldate = {2016-07-20},\n\tauthor = {Baker, Colin},\n}\n\n

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\n \n\n \n \n \n \n \n Māori-medium Education in Aotearoa/New Zealand.\n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{may_maori-medium_nodate,\n\ttitle = {Māori-medium {Education} in {Aotearoa}/{New} {Zealand}},\n\tauthor = {May, Stephen},\n}\n\n

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\n \n\n \n \n \n \n \n \n School Leadership and Student Outcomes: Identifying What Works and Why.\n \n \n \n \n\n\n \n Robinson, V.; Hohepa, M.; and Lloyd, C.\n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"School$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{robinson_school_nodate,\n\ttitle = {School {Leadership} and {Student} {Outcomes}: {Identifying} {What} {Works} and {Why}},\n\turl = {https://www.educationcounts.govt.nz/publications/series/2515/60169/60170},\n\tabstract = {This report is one of a series of best evidence synthesis iterations (BESs) commissioned by the Ministry of Education. The Iterative Best Evidence Synthesis Programme is seeking to support collaborative knowledge building and use across policy, research, and practice in education. This series of syntheses draws together bodies of research evidence to explain what works and why to improve valued education outcomes and to make a bigger difference for the education of all our children and young people. Each synthesis celebrates the work of educators and the inquiry processes that enable educators and researchers to bring about sustainable improvements in education. Each is part of an iterative process that anticipates future research and development informing educational practice.},\n\turldate = {2015-12-21},\n\tauthor = {Robinson, Viviane and Hohepa, Margie and Lloyd, Claire},\n}\n\n

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\n \n\n \n \n \n \n \n \n 61373 FNESC Language Education Planning WB V02.indb - PUBLICATION-61373-WEB-VERSION-FNESC-Language-Education-Planning-WB-V02-F-HI-No-Marks-2016.pdf.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"61373$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@book{noauthor_61373_nodate,\n\ttitle = {61373 {FNESC} {Language} {Education} {Planning} {WB} {V02}.indb - {PUBLICATION}-61373-{WEB}-{VERSION}-{FNESC}-{Language}-{Education}-{Planning}-{WB}-{V02}-{F}-{HI}-{No}-{Marks}-2016.pdf},\n\turl = {http://www.fnesc.ca/wp/wp-content/uploads/2016/01/PUBLICATION-61373-WEB-VERSION-FNESC-Language-Education-Planning-WB-V02-F-HI-No-Marks-2016.pdf},\n\turldate = {2016-07-18},\n\tkeywords = {Language Planning},\n}\n\n

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\n \n\n \n \n \n \n \n \n Ka whānau mai te reo: Honouring whānau, upholding reo Māori \\textbar New Zealand Council for Educational Research.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"Ka$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_ka_nodate,\n\ttitle = {Ka whānau mai te reo: {Honouring} whānau, upholding reo {Māori} {\\textbackslash}textbar {New} {Zealand} {Council} for {Educational} {Research}},\n\turl = {http://www.nzcer.org.nz/research/publications/ka-whanau-mai-te-reo-honouring-whanau-upholding-reo-maori},\n\turldate = {2016-07-21},\n}\n\n

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\n \n\n \n \n \n \n \n \n Te Toi Huarewa Effective teaching and learning strategies, and effective teaching materials for improving the reading and writing in te reo Māori of students aged five to nine in Māori-medium education.\n \n \n \n \n\n\n \n R. Bishop, R.; Richardson, C.; and Berryman, M.\n\n\n \n\n\n\n Technical Report Ministry of Education - Education Counts, Wellington, NZ, .\n \n\n\n\n
\n\n\n\n \n \n $\"Te$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{r._bishop_te_nodate,\n\taddress = {Wellington, NZ},\n\ttitle = {Te {Toi} {Huarewa} {Effective} teaching and learning strategies, and effective teaching materials for improving the reading and writing in te reo {Māori} of students aged five to nine in {Māori}-medium education},\n\turl = {https://www.educationcounts.govt.nz/publications/schooling/5383},\n\tabstract = {Te Toi Huarewa looks at effective teaching and learning strategies, and effective teaching materials for improving the reading and writing in te reo Māori of students aged five to nine in Māori-medium education. The main purpose of the project was to observe and collaboratively reflect upon the teaching and learning strategies used during literacy programmes by a range of year one to year five Māori-medium classroom teachers who were identified as effective.},\n\turldate = {2016-08-08},\n\tinstitution = {Ministry of Education - Education Counts},\n\tauthor = {R. Bishop, R. and Richardson, C. and Berryman, Mere},\n\tpages = {196},\n}\n\n

\n\n\n\n\n\n

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\n \n\n \n \n \n \n \n \n ILAC_book6 - ILAC_26.pdf.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"ILAC_book6$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_ilac_book6_nodate,\n\ttitle = {{ILAC}\\_book6 - {ILAC}\\_26.pdf},\n\turl = {http://jan.ucc.nau.edu/ jar/ILAC/ILAC_26.pdf},\n\turldate = {2016-07-20},\n}\n\n

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\n \n\n \n \n \n \n \n \n Effective Language Education Practices: Contents.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"Effective$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_effective_nodate,\n\ttitle = {Effective {Language} {Education} {Practices}: {Contents}},\n\turl = {http://www2.nau.edu/ jar/NALI_Contents.html},\n\turldate = {2016-08-01},\n}\n\n

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\n \n\n \n \n \n \n \n \n Endangered.pdf.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"Endangered.pdf$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_endangered.pdf_nodate,\n\ttitle = {Endangered.pdf},\n\turl = {http://dingo.sbs.arizona.edu/ carnie/publications/PDF/Endangered.pdf},\n\turldate = {2016-07-21},\n}\n\n

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\n \n\n \n \n \n \n \n \n ED462231.pdf.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n In . \n \n\n\n\n
\n\n\n\n \n \n $\"ED462231.pdf$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@inproceedings{noauthor_ed462231.pdf_nodate,\n\ttitle = {{ED462231}.pdf},\n\turl = {http://files.eric.ed.gov/fulltext/ED462231.pdf#page=253},\n\turldate = {2016-07-20},\n}\n\n

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\n \n\n \n \n \n \n \n \n He riri tā te tawa uho, he riri tā te tawa para.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"He$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{noauthor_he_nodate,\n\ttitle = {He riri tā te tawa uho, he riri tā te tawa para},\n\turl = {http://aut.researchgateway.ac.nz/handle/10292/5516},\n\turldate = {2016-07-27},\n}\n\n

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\n \n\n \n \n \n \n \n Aotearoa/New Zealand?.\n \n \n \n\n\n \n May, S.\n\n\n \n\n\n\n .\n \n\n\n\n
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@book{may_aotearoa/new_nodate,\n\ttitle = {Aotearoa/{New} {Zealand}?},\n\tauthor = {May, Stephen},\n}\n\n

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@book{peton_heritage_nodate,\n\ttitle = {Heritage {Language} in {America} {Preserving} a {National} {Resource}. {Language} in {Education} {Theory} and {Practice}.},\n\tauthor = {Peton, Joy Kreeft and Ranard, Donald A. and McGinnis, Scott},\n}\n\n

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@techreport{skerrett_toitu_nodate,\n\ttitle = {Toitū te {Reo}: {Evaluation} of {Tāiki} {E}!, {Haumi} {E}!, {Toi} te {Kupu} and {Eke} {Pānuku}. {Revised} {Report} for {Huia} and {Learning} {Media} {Ltd}},\n\turl = {http://ir.canterbury.ac.nz/handle/10092/5089},\n\tabstract = {This evaluative study, Toitū te Reo: Evaluation of Tāiki E!, Haumi E!, Toi te Kupu and Eke Panuku, provides a critical evaluation for the Ministry of Education of student materials used in the Māori medium sector. Educational materials that validate Māori identity, tikanga and te reo Māori, and that accurately and positively reflect the readers' lives and values through text and images are an important part of the educational experience for Māori students. Equally, any study of those educational experiences, inclusive of materials produced to support learning and teaching in the Māori medium context, will be best achieved by researchers who are themselves positioned within the community being researched. Only then can Māori-centred research projects satisfy the research demands of kaupapa Māori education, because the research is positioned within the community and is accountable to community – kura, whānau, hapū and iwi. This is a Māori-centred research approach that produces findings that are relevant and meaningful with a view to improved reo Māori outcomes for ākonga. This report provides a summary and clarification of the issues identified by the research participants and literature in relation to the development of Māori language resources. It has three main sections. The first section describes the structure of the project, the research methodology which guided this project and further relevant literature which contextualises the study. The second section focuses on the questions which this study sought to answer and discusses the issues raised by the research participants. A range of strategies to address those issues are suggested in the discussions, including areas for further research and development. The third section, te pūmanawa o te whakaaro, te kiko o te kaupapa, is an exposé of the data integrated into the relevant sections. These are included as appendices (see Appendix 2-6).},\n\tauthor = {Skerrett, Mere and Hunia, Maraea},\n\tpages = {1--74},\n}\n\n

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@techreport{victoria_university_of_wellington_whakapiki_nodate,\n\ttitle = {Whakapiki i te {Reo}},\n\turl = {http://www.victoria.ac.nz/education/pdf/whakapiki/Contract-Information-Guide-PDF.pdf},\n\tabstract = {In June 2006 Te Kura Māori, Faculty of Education, Victoria University of Wellington (VUW) secured one of the Whakapiki i te Reo (WPR) contracts with the Ministry of Education. The purpose of WPR is to strengthen teachers’ capability to teach through the medium of te reo Māori, by providing a high quality professional learning and development programme (PLD) that improves teachers’ language proficiency and increases their knowledge, skill and application to support students’ language achievement. There are three teacher engagement components within this PLD programme: online, face-to-face, and digital technology, (see Figure 1: Concept Design below). Each component has a number of aspects, activities or information that contributes to the overall programme. The online component has material that is available to participants via the computer and Internet. The face-to-face component supports activities that take place between the Regional Coordinator (RC), the In-school Facilitator (ISF), and the participants. The digital technology component material is downloaded and viewed on the iPod Touch or iPad.},\n\turldate = {2017-07-17},\n\tauthor = {{Victoria University of Wellington}},\n\tpages = {71},\n}\n\n

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@article{smitho_test_nodate,\n\ttitle = {test title},\n\turl = {http://www.scoop.co.nz},\n\tabstract = {abstract},\n\tauthor = {{smitho}},\n}\n\n

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\n \n\n \n \n \n \n \n The Value of Maori Study - The New Zealand Railways Magazine, Volume 12, Issue 3 (June 1, 1937).\n \n \n \n\n\n \n Tohunga\n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@book{tohunga_value_nodate,\n\ttitle = {The {Value} of {Maori} {Study} - {The} {New} {Zealand} {Railways} {Magazine}, {Volume} 12, {Issue} 3 ({June} 1, 1937)},\n\tabstract = {It cannot, of course, be held that French need not be taught because very few need to use it. Latin and French enter so much into our English language that it is essential they should be part of any system of education. There is the literary and cultural value that needs no stressing. But it is not a question of substitution or replacing any other language with Maori. It is simply claimed that it is of at least equal value.},\n\tauthor = {{Tohunga}},\n}\n\n

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@techreport{higgins_review_nodate,\n\ttitle = {Review of {Te} {Reo} {Mauriora}},\n\tauthor = {Higgins, Rawinia},\n}\n\n

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@book{takao_te_nodate,\n\ttitle = {Te {Piko} o te {Māhuri}: {The} key attributes of successful {Kura} {Kaupapa} {Māori}},\n\turl = {https://www.educationcounts.govt.nz/publications/maori/105966/80403/1.-the-nature-of-success},\n\tabstract = {The research project examines the key attributes of successful kura and how and why the attributes contribute to kura being successful. The research adopted a strengths based approach and focused on what is working, the strengths and resilience of kura, with the intention of promoting and building on the successes. The methodology implemented a case study approach involving 5 successful kura. The report addresses the outcomes and experiences sought and valued by whānau and iwi of the respective case study kura.},\n\turldate = {2015-12-21},\n\tauthor = {Tākao, Nuki and Grennell, Denis and McKegg, Kate and Wehipeihana, Nan},\n}\n\n

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\n \n\n \n \n \n \n \n \n Is bilingualism an advantage? / Bilingualism and successful learning / Being bilingual / Language Enhancing the Achievement of Pasifika - LEAP.\n \n \n \n \n\n\n \n \n\n\n \n\n\n\n .\n \n\n\n\n
\n\n\n\n \n \n $\"Is$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

@book{noauthor_is_nodate,\n\ttitle = {Is bilingualism an advantage? / {Bilingualism} and successful learning / {Being} bilingual / {Language} {Enhancing} the {Achievement} of {Pasifika} - {LEAP}},\n\turl = {http://leap.tki.org.nz/Is-bilingualism-an-advantage},\n\tabstract = {This page summarises the research since the 1960s has consistently found that bilingualism is a cognitive, social, and educational advantage and that, consequently, bilingual students tend to outperform their monolingual peers in key cognitive tasks. Cognitive flexibility, divergent thinking, metalinguistic awareness and communicational sensitivity.},\n\turldate = {2016-06-23},\n\tkeywords = {Bilingualism},\n}\n\n

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\n \n\n \n \n \n \n \n The Revival of the Mohawk Language in Kahnawake.\n \n \n \n\n\n \n Hoover, M. L\n\n\n \n\n\n\n Technical Report .\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

@techreport{hoover_revival_nodate,\n\ttitle = {The {Revival} of the {Mohawk} {Language} in {Kahnawake}},\n\tauthor = {Hoover, Michael L},\n}\n\n

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@book{noauthor_te_nodate,\n\ttitle = {Te rerenga ä te pïrere: a longitudinal study of köhanga reo and kura kaupapa {Mäori} students - {Phase} {I} {Report} {\\textbackslash}textbar {New} {Zealand} {Council} for {Educational} {Research}},\n\turl = {http://www.nzcer.org.nz/research/publications/te-rerenga-te-pirere-longitudinal-study-kohanga-reo-and-kura-kaupapa-maori-stu},\n\turldate = {2016-07-27},\n}\n\n

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@book{noauthor_ilac_book6_nodate,\n\ttitle = {{ILAC}\\_book6 - {ILAC}\\_10\\_DaghidaProject.pdf},\n\turl = {https://sites.ualberta.ca/ srice/pubs/ILAC_10_DaghidaProject.pdf},\n\turldate = {2016-07-20},\n}\n\n

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@book{edmonds_kaiaka_nodate,\n\ttitle = {Kaiaka {Reo}: {Reo}-ā-{Waha} {Ki} {Te} {Motu} - {The} {Development} of {Māori} {Oral} {Language} {Proficiency} {Progressions}},\n\turl = {https://www.educationcounts.govt.nz/publications/maori/105966/kaiaka-reo-reo-waha-ki-te-motu},\n\tabstract = {This report presents the development process and outcomes of establishing Māori oral language proficiency progressions for year one to year eight learners that would inform National Standards in Māori-medium contexts. The Ministry of Education sought to improve its understanding and develop progressions that would make explicit the progress students could be expected to make at the different ages and stages of their reo Māori development and how this could be measured},\n\turldate = {2015-12-09},\n\tauthor = {Edmonds, Katarina and Roberts, Ngaere and Keegan, Peter and Houia, Waldo and Dale, Hemi},\n}\n\n

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@book{noauthor_negation_nodate,\n\ttitle = {The {Negation} of {Powerlessness}: {Maori} {Feminism}, a {Perspective} - {ProQuest}},\n\tshorttitle = {The {Negation} of {Powerlessness}},\n\turl = {https://search.informit.com.au/documentSummary;dn=950403966;res=IELAPA},\n\tabstract = {The Negation of Powerlessness: Maori Feminism, a Perspective There is a void in our conceptual topography as Maori Women. The void has been created by the internalisation of powerlessness as a consequence of emergent power cliques which are a reflection of dominant power relations. In the clamour to fill the void of Mana Whenua, the quintessence of the Maori psyche – Mana Wairua maintains barely, by virtue of Mana Wahine. He tau pai te tau He tau orate tau He tau ngehe te tau He tau mote wahine Rapua he purapura e ora ai te iwi. The year is good A year of well being A year of peace A year for women We must seek that which will be of greatest benefit for people. Ko tenei whakatauki, no Tawhiao mo tana Tuawahine – anei nga kupu, anei te timatanga o taku korero. This whakatauki was quoted by Tawhiao in remembrance of the deeds of one of his Tuawahine who had ordered the slaying and skinning of her pet dogs so that the tribe could be fed and kept warm. It was a chivalrous act of a woman who sacrificed her treasures for the greater good. It was an act deserving of honour from no less than a King. The background to preparing this paper has been nearly twenty years of involvement in political activism and Maori development. This paper is part of an ongoing effort to find some explanation for how and why we are responding to what is happening to us as a people. Further it looks at our own context and how we as indigenous people have been forced outward to bond with other indigenous peoples against the closing ranks of the power culture within. The paper analyses events and actions in women's political leadership, Maori economic development...},\n\turldate = {2015-12-22},\n}\n\n

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@book{baker_language_nodate,\n\ttitle = {Language {Revival} and {Reversal} {\\textbackslash}textbar {New} {Zealand} {Council} for {Educational} {Research}},\n\turl = {http://www.nzcer.org.nz/nzcerpress/set/articles/language-revival-and-reversal},\n\turldate = {2016-07-20},\n\tauthor = {Baker, Colin},\n}\n\n

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@book{may_maori-medium_nodate,\n\ttitle = {Māori-medium {Education} in {Aotearoa}/{New} {Zealand}},\n\tauthor = {May, Stephen},\n}\n\n

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@book{robinson_school_nodate,\n\ttitle = {School {Leadership} and {Student} {Outcomes}: {Identifying} {What} {Works} and {Why}},\n\turl = {https://www.educationcounts.govt.nz/publications/series/2515/60169/60170},\n\tabstract = {This report is one of a series of best evidence synthesis iterations (BESs) commissioned by the Ministry of Education. The Iterative Best Evidence Synthesis Programme is seeking to support collaborative knowledge building and use across policy, research, and practice in education. This series of syntheses draws together bodies of research evidence to explain what works and why to improve valued education outcomes and to make a bigger difference for the education of all our children and young people. Each synthesis celebrates the work of educators and the inquiry processes that enable educators and researchers to bring about sustainable improvements in education. Each is part of an iterative process that anticipates future research and development informing educational practice.},\n\turldate = {2015-12-21},\n\tauthor = {Robinson, Viviane and Hohepa, Margie and Lloyd, Claire},\n}\n\n

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@book{noauthor_61373_nodate,\n\ttitle = {61373 {FNESC} {Language} {Education} {Planning} {WB} {V02}.indb - {PUBLICATION}-61373-{WEB}-{VERSION}-{FNESC}-{Language}-{Education}-{Planning}-{WB}-{V02}-{F}-{HI}-{No}-{Marks}-2016.pdf},\n\turl = {http://www.fnesc.ca/wp/wp-content/uploads/2016/01/PUBLICATION-61373-WEB-VERSION-FNESC-Language-Education-Planning-WB-V02-F-HI-No-Marks-2016.pdf},\n\turldate = {2016-07-18},\n}\n\n

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@book{noauthor_ka_nodate,\n\ttitle = {Ka whānau mai te reo: {Honouring} whānau, upholding reo {Māori} {\\textbackslash}textbar {New} {Zealand} {Council} for {Educational} {Research}},\n\turl = {http://www.nzcer.org.nz/research/publications/ka-whanau-mai-te-reo-honouring-whanau-upholding-reo-maori},\n\turldate = {2016-07-21},\n}\n\n

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@book{noauthor_ilac_book6_nodate,\n\ttitle = {{ILAC}\\_book6 - {ILAC}\\_26.pdf},\n\turl = {http://jan.ucc.nau.edu/ jar/ILAC/ILAC_26.pdf},\n\turldate = {2016-07-20},\n}\n\n

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