@book{noauthor_is_2016,
	address = {Wellington, NZ},
	title = {Is bilingualism an advantage? / {Bilingualism} and successful learning / {Being} bilingual / {Language} {Enhancing} the {Achievement} of {Pasifika} - {LEAP}},
	url = {http://leap.tki.org.nz/Is-bilingualism-an-advantage},
	abstract = {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.},
	urldate = {2016-06-23},
	year = {2016},
	keywords = {Bilingualism},
}

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.

@book{thomason_endangered_2015,
	address = {Michigan},
	title = {Endangered {Languages}: {An} introduction},
	copyright = {Requires purchase or sourcing from a library.},
	isbn = {978-0-521-68453-8},
	url = {http://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/endangered-languages-introduction},
	abstract = {An introduction to language endangerment. What is it? How and why does it happen? Why should we care?},
	language = {eng},
	urldate = {2016-07-21},
	publisher = {Cambridge University Press},
	author = {Thomason, Sarah G.},
	year = {2015},
}

An introduction to language endangerment. What is it? How and why does it happen? Why should we care?

@article{keegan_using_2015,
	title = {Using twitter in an indigenous language: {An} analysis of te reo {Maori} tweets},
	volume = {11},
	issn = {1177-1801},
	shorttitle = {Using twitter in an indigenous language},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/9235},
	abstract = {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.},
	language = {eng},
	number = {1},
	journal = {AlterNative: An International Journal of Indigenous Peoples},
	author = {Keegan, Te Taka and Mato, Paora and Ruru, Stacey},
	year = {2015},
	keywords = {Indigenous peoples–Language, Language Revival, Maori language–Social aspects, Mass media–Social aspects, Microblogs, Twitter},
	pages = {59--75},
}

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.

@article{derakhshan_social_2015,
	title = {Social {Networks} for {Language} {Learning}},
	volume = {5},
	issn = {1799-2591},
	url = {http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls050510901095/233},
	abstract = {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.},
	language = {eng},
	number = {5},
	journal = {Theory and Practice in Language Studies},
	author = {Derakhshan, Ali and Hasanabbasi, Samareh},
	year = {2015},
	keywords = {Internet, Language acquisition, Listening, Literature Reviews, Personal Computers, Second Language Learning, Skills, Social Networks, Social Research, Verbal Communication, Writing},
	pages = {1090--1095},
}

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.

@techreport{mcivor_reviving_2015,
	title = {Reviving your language through education: {BC} first nations language education planning workbook.},
	url = {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},
	abstract = {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.},
	urldate = {2016-07-18},
	institution = {First Nations Education Steering Committee and First Nations Schools Association},
	author = {{McIvor}},
	year = {2015},
	pages = {68},
}

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.

@techreport{zuckermann_engaging_2015,
	title = {Engaging – {A} {Guide} to {Interacting} {Respectfully} and {Reciprocally} with {Aboriginal} and {Torres} {Strait} {Islander} {People}, and their {Arts} {Practices} and {Intellectual} {Property} engaging},
	url = {http://www.zuckermann.org/guide.html},
	abstract = {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.},
	urldate = {2016-07-21},
	author = {{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},
	year = {2015},
}

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.

@article{smith_ka_2015,
	title = {Ka {Whawhai} {Tonu} {Ma}-tou: {Indigenous} {Television} in {Aotearoa}/{New} {Zealand}},
	shorttitle = {Ka {Whawhai} {Tonu} {Ma}-tou},
	url = {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},
	abstract = {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.},
	urldate = {2015-12-21},
	journal = {Reverse Shots: Indigenous Film and Media in an International Context},
	author = {Smith, Jo and Abel, Sue},
	year = {2015},
	pages = {175},
}

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.

@phdthesis{myhre_attitude_2015,
	type = {Thesis},
	title = {The attitude of non-{Māori} second language learners of the {Māori} language towards {Māori} language use},
	url = {https://ourarchive.otago.ac.nz/handle/10523/6033},
	abstract = {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.},
	language = {en},
	urldate = {2015-12-16},
	school = {University of Otago},
	author = {Myhre, Jacob Rei},
	year = {2015},
}

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.

@article{benton_perfecting_2015,
	title = {Perfecting the {Partnership}: {Revitalising} the {Maori} {Language} in {New} {Zealand} {Education} and {Society} 1987-2014},
	volume = {28},
	issn = {0790-8318},
	shorttitle = {Perfecting the {Partnership}},
	url = {http://www.tandfonline.com/doi/abs/10.1080/07908318.2015.1025001?journalCode=rlcc20},
	doi = {10.1080/07908318.2015.1025001},
	abstract = {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].},
	language = {eng},
	number = {2},
	journal = {Language, Culture and Curriculum},
	author = {Benton, Richard A.},
	year = {2015},
	note = {5},
	keywords = {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},
	pages = {99--112},
}

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].

@article{macfarlane_restlessness_2015,
	title = {Restlessness, {Resoluteness} and {Reason}: {Looking} {Back} at 50 {Years} of {Māori} {Education}},
	volume = {50},
	issn = {0028-8276, 2199-4714},
	shorttitle = {Restlessness, {Resoluteness} and {Reason}},
	url = {http://link.springer.com/article/10.1007/s40841-015-0023-y},
	doi = {10.1007/s40841-015-0023-y},
	abstract = {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.},
	language = {en},
	number = {2},
	urldate = {2016-06-29},
	journal = {New Zealand Journal of Educational Studies},
	author = {Macfarlane, Angus Hikairo},
	month = oct,
	year = {2015},
	keywords = {Ako (pedagogies), Education (general), Kaupapa Māori (ideologies), Mātauranga (epistemologies)},
	pages = {177--193},
}

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.

@inproceedings{ritchie_nga_2015,
	address = {University of Waikato, Hamilton, New Zealand},
	title = {Nga tikanga a nga mokopuna: {Crises} in early childhood education policy in {Aotearoa} {New} {Zealand}},
	shorttitle = {Nga tikanga a nga mokopuna},
	url = {http://unitec.researchbank.ac.nz/handle/10652/2824},
	abstract = {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)},
	language = {eng},
	booktitle = {Children in {Crisis} {Conference}, {Children} in {Crisis} {Conference}, {Centre} for {Global} {Studies} in {Education}},
	publisher = {Unitec Institute of Technology},
	author = {Ritchie, Jenny},
	year = {2015},
	keywords = {130102 Early Childhood Education (excl. Māori), 130107 Te Whāriki (Māori Early Childhood Education), Early Childhood Education, Te Whāriki, neoliberal policy, qualified, registered teachers},
}

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)

@article{santello_bilingual_2015,
	title = {Bilingual idiosyncratic dimensions of language attitudes},
	volume = {18},
	issn = {1367-0050},
	url = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2013.864253},
	doi = {10.1080/13670050.2013.864253},
	abstract = {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.},
	number = {1},
	journal = {International Journal of Bilingual Education and Bilingualism},
	author = {Santello, Marco},
	year = {2015},
	keywords = {Bilingualism, Dimension, Language Attitudes, Locality, Multidimensionality},
	pages = {1--25},
}

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.

@article{faircloth_ko_2015,
	title = {Ko wai {Au}? {Who} am {I}? {Examining} the multiple identities of {Māori} youth},
	issn = {0951-8398},
	shorttitle = {Ko wai {Au}?},
	doi = {10.1080/09518398.2015.1053158},
	abstract = {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.},
	language = {eng},
	journal = {International Journal of Qualitative Studies in Education},
	author = {Faircloth, Susan C. and Hynds, Anne and Jacob, Helen and Green, Clint and Thompson, Patrick},
	year = {2015},
	keywords = {Deaf, Identity, Indigenous, Māori},
	pages = {1--22},
}

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.

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

@article{nance_new_2015,
	title = {‘{New}’ {Scottish} {Gaelic} speakers in {Glasgow}: {A} phonetic study of language revitalisation},
	volume = {44},
	issn = {0047-4045},
	shorttitle = {‘{New}’ {Scottish} {Gaelic} speakers in {Glasgow}},
	doi = {10.1017/S0047404515000408},
	abstract = {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) *},
	number = {4},
	author = {Nance, Claire},
	year = {2015},
	keywords = {Articles},
	pages = {553--579},
}

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) *

@phdthesis{kelly_aspects_2015,
	title = {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}},
	shorttitle = {Aspects of change in the syntax of {Māori}},
	url = {http://researcharchive.vuw.ac.nz/handle/10063/4841},
	abstract = {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)},
	language = {eng},
	school = {Thesis PhD–Victoria University of Wellington},
	author = {Kelly, Karena Gwen},
	year = {2015},
	keywords = {English language Influence on foreign languages., Maori language Foreign elements English., Maori language Grammar.},
}

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)

@book{w._james._jacob_editor_indigenous_2015,
	address = {Dordrecht},
	title = {Indigenous {Education} {Language}, {Culture} and {Identity}},
	isbn = {978-94-017-9355-1},
	abstract = {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.},
	language = {eng},
	publisher = {Springer Netherlands},
	author = {{W. James. Jacob editor}},
	year = {2015},
	keywords = {Anthropology., Education, Education., Electronic books., Higher.},
}

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.

@book{thomason_endangered_2015,
	address = {Michigan},
	title = {Endangered {Languages}: {An} introduction},
	isbn = {978-0-521-68453-8},
	url = {http://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/endangered-languages-introduction},
	abstract = {An introduction to language endangerment. What is it? How and why does it happen? Why should we care?},
	language = {eng},
	urldate = {2016-07-21},
	publisher = {Cambridge University Press},
	author = {Thomason, Sarah G.},
	year = {2015},
}

An introduction to language endangerment. What is it? How and why does it happen? Why should we care?

@article{keegan_using_2015,
	title = {Using twitter in an indigenous language: {An} analysis of te reo {Maori} tweets},
	volume = {11},
	issn = {1177-1801},
	shorttitle = {Using twitter in an indigenous language},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/9235},
	abstract = {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.},
	language = {eng},
	number = {1},
	journal = {AlterNative: An International Journal of Indigenous Peoples},
	author = {Keegan, Te Taka and Mato, Paora and Ruru, Stacey},
	year = {2015},
	keywords = {Indigenous peoples–Language, Language Revival, Maori language–Social aspects, Mass media–Social aspects, Microblogs, Twitter},
	pages = {59--75},
}

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.

@article{derakhshan_social_2015,
	title = {Social {Networks} for {Language} {Learning}},
	volume = {5},
	issn = {1799-2591},
	url = {http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls050510901095/233},
	abstract = {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.},
	language = {eng},
	number = {5},
	journal = {Theory and Practice in Language Studies},
	author = {Derakhshan, Ali and Hasanabbasi, Samareh},
	year = {2015},
	keywords = {Internet, Language acquisition, Listening, Literature Reviews, Personal Computers, Second Language Learning, Skills, Social Networks, Social Research, Verbal Communication, Writing},
	pages = {1090--1095},
}

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.

@techreport{zuckermann_engaging_2015,
	title = {Engaging – {A} {Guide} to {Interacting} {Respectfully} and {Reciprocally} with {Aboriginal} and {Torres} {Strait} {Islander} {People}, and their {Arts} {Practices} and {Intellectual} {Property} engaging},
	url = {http://www.zuckermann.org/guide.html},
	abstract = {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.},
	urldate = {2016-07-21},
	author = {{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},
	year = {2015},
}

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.

@techreport{mcivor_reviving_2015,
	title = {Reviving your language through education: {BC} first nations language education planning workbook.},
	url = {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},
	abstract = {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.},
	urldate = {2016-07-18},
	institution = {First Nations Education Steering Committee and First Nations Schools Association},
	author = {{McIvor}},
	year = {2015},
	pages = {68},
}

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.

@article{smith_ka_2015,
	title = {Ka {Whawhai} {Tonu} {Ma}-tou: {Indigenous} {Television} in {Aotearoa}/{New} {Zealand}},
	shorttitle = {Ka {Whawhai} {Tonu} {Ma}-tou},
	url = {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},
	abstract = {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.},
	urldate = {2015-12-21},
	journal = {Reverse Shots: Indigenous Film and Media in an International Context},
	author = {Smith, Jo and Abel, Sue},
	year = {2015},
	pages = {175},
}

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.

@phdthesis{myhre_attitude_2015,
	type = {Thesis},
	title = {The attitude of non-{Māori} second language learners of the {Māori} language towards {Māori} language use},
	url = {https://ourarchive.otago.ac.nz/handle/10523/6033},
	abstract = {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.},
	language = {en},
	urldate = {2015-12-16},
	school = {University of Otago},
	author = {Myhre, Jacob Rei},
	year = {2015},
}

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.

@article{benton_perfecting_2015,
	title = {Perfecting the {Partnership}: {Revitalising} the {Maori} {Language} in {New} {Zealand} {Education} and {Society} 1987-2014},
	volume = {28},
	issn = {0790-8318},
	shorttitle = {Perfecting the {Partnership}},
	url = {http://www.tandfonline.com/doi/abs/10.1080/07908318.2015.1025001?journalCode=rlcc20},
	doi = {10.1080/07908318.2015.1025001},
	abstract = {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].},
	language = {eng},
	number = {2},
	journal = {Language, Culture and Curriculum},
	author = {Benton, Richard A.},
	year = {2015},
	note = {5},
	keywords = {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},
	pages = {99--112},
}

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].

@article{macfarlane_restlessness_2015,
	title = {Restlessness, {Resoluteness} and {Reason}: {Looking} {Back} at 50 {Years} of {Māori} {Education}},
	volume = {50},
	issn = {0028-8276, 2199-4714},
	shorttitle = {Restlessness, {Resoluteness} and {Reason}},
	url = {http://link.springer.com/article/10.1007/s40841-015-0023-y},
	doi = {10.1007/s40841-015-0023-y},
	abstract = {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.},
	language = {en},
	number = {2},
	urldate = {2016-06-29},
	journal = {New Zealand Journal of Educational Studies},
	author = {Macfarlane, Angus Hikairo},
	month = oct,
	year = {2015},
	keywords = {Ako (pedagogies), Education (general), Kaupapa Māori (ideologies), Mātauranga (epistemologies)},
	pages = {177--193},
}

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.

@inproceedings{ritchie_nga_2015,
	address = {University of Waikato, Hamilton, New Zealand},
	title = {Nga tikanga a nga mokopuna: {Crises} in early childhood education policy in {Aotearoa} {New} {Zealand}},
	shorttitle = {Nga tikanga a nga mokopuna},
	url = {http://unitec.researchbank.ac.nz/handle/10652/2824},
	abstract = {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)},
	language = {eng},
	booktitle = {Children in {Crisis} {Conference}, {Children} in {Crisis} {Conference}, {Centre} for {Global} {Studies} in {Education}},
	publisher = {Unitec Institute of Technology},
	author = {Ritchie, Jenny},
	year = {2015},
	keywords = {130102 Early Childhood Education (excl. Māori), 130107 Te Whāriki (Māori Early Childhood Education), Early Childhood Education, Te Whāriki, neoliberal policy, qualified, registered teachers},
}

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)

@article{santello_bilingual_2015,
	title = {Bilingual idiosyncratic dimensions of language attitudes},
	volume = {18},
	issn = {1367-0050},
	url = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2013.864253},
	doi = {10.1080/13670050.2013.864253},
	abstract = {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.},
	number = {1},
	journal = {International Journal of Bilingual Education and Bilingualism},
	author = {Santello, Marco},
	year = {2015},
	keywords = {Bilingualism, Dimension, Language Attitudes, Locality, Multidimensionality},
	pages = {1--25},
}

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.

@article{faircloth_ko_2015,
	title = {Ko wai {Au}? {Who} am {I}? {Examining} the multiple identities of {Māori} youth},
	issn = {0951-8398},
	shorttitle = {Ko wai {Au}?},
	doi = {10.1080/09518398.2015.1053158},
	abstract = {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.},
	language = {eng},
	journal = {International Journal of Qualitative Studies in Education},
	author = {Faircloth, Susan C. and Hynds, Anne and Jacob, Helen and Green, Clint and Thompson, Patrick},
	year = {2015},
	keywords = {Deaf, Identity, Indigenous, Māori},
	pages = {1--22},
}

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.

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

@article{nance_new_2015,
	title = {‘{New}’ {Scottish} {Gaelic} speakers in {Glasgow}: {A} phonetic study of language revitalisation},
	volume = {44},
	issn = {0047-4045},
	shorttitle = {‘{New}’ {Scottish} {Gaelic} speakers in {Glasgow}},
	doi = {10.1017/S0047404515000408},
	abstract = {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) *},
	number = {4},
	author = {Nance, Claire},
	year = {2015},
	keywords = {Articles},
	pages = {553--579},
}

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) *

@book{world_indigenous_peoples_conference_on_education_world_2014,
	title = {World {Indigenous} {Peoples}' {Conference} on {Education}: {E} mau ana ka mo'olelo = {Our} narratives edure : {May} 19 -14 2014, {O}'ahu, {Hawai}'i.},
	isbn = {978-1-4995-8975-7},
	shorttitle = {World {Indigenous} {Peoples}' {Conference} on {Education}},
	language = {English},
	editor = {{World Indigenous Peoples' Conference on Education} and {Native Hawaiian Education Association} and {University of Hawaii (System)}},
	year = {2014},
	note = {OCLC: 904337630},
}

@techreport{statistics_new_zealand_2013_2014,
	title = {2013 {Census} {QuickStats}. {About} culture and identity},
	url = {http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-culture-identity.aspx},
	abstract = {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.},
	author = {{Statistics New Zealand}},
	year = {2014},
	keywords = {2013, Culture, Identity, census, quickstats, statistics},
}

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.

@article{trinick_developing_2014,
	title = {Developing a {Maori} {Language} {Mathematics} {Lexicon}: {Challenges} for {Corpus} {Planning} in {Indigenous} {Language} {Contexts}},
	volume = {14},
	issn = {1466-4208},
	shorttitle = {Developing a {Maori} {Language} {Mathematics} {Lexicon}},
	url = {https://researchspace.auckland.ac.nz/handle/2292/27910},
	doi = {10.1080/14664208.2013.835149},
	abstract = {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.},
	language = {eng},
	journal = {Current Issues in Language Planning},
	author = {Trinick, Tony and May, Stephen},
	year = {2014},
	keywords = {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},
	pages = {457--4), p.457--473},
}

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.

@article{huia_indigenous_2014,
	title = {Indigenous {Culture} and {Society}},
	volume = {26},
	issn = {0971-3336},
	doi = {10.1177/0971333614549142},
	abstract = {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.},
	number = {2},
	journal = {Psychology and Developing Societies},
	author = {Huia, Awanui Te},
	year = {2014},
	keywords = {Acculturation, Cultural Enhancement, Intercultural Awareness},
	pages = {233--261},
}

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.

@article{noauthor_passing_2014,
	title = {Passing {Te} {Reo} {Maori} bill is a key priority},
	abstract = {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.},
	language = {eng},
	journal = {M2 Presswire},
	year = {2014},
}

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.

@article{mccarty_reclaiming_2014,
	title = {Reclaiming {Indigenous} {Languages}: {A} {Reconsideration} of the {Roles} and {Responsibilities} of {Schools}},
	volume = {38},
	issn = {0091-732X},
	shorttitle = {Reclaiming {Indigenous} {Languages}},
	doi = {10.3102/0091732X13507894},
	abstract = {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.},
	language = {eng},
	number = {1},
	journal = {Review of Research in Education},
	author = {Mccarty, Teresa L. and Nicholas, Sheilah E.},
	year = {2014},
	keywords = {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},
	pages = {106--136},
}

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.

@article{jeurissen_te_2014,
	title = {Te {Reo} {Māori} as a {Subject}: {The} {Impact} of {Language} {Ideology}, {Language} {Practice}, and {Language} {Management} on {Secondary} {School} {Students}’ {Decision} {Making}},
	volume = {43},
	shorttitle = {Te {Reo} {Māori} as a {Subject}},
	url = {http://journals.cambridge.org/abstract_S1326011114000143},
	abstract = {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.},
	number = {02},
	urldate = {2015-12-01},
	journal = {The Australian Journal of Indigenous Education},
	author = {Jeurissen, Maree},
	year = {2014},
	pages = {175--184},
}

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.

@article{hill_transitioning_2014,
	title = {Transitioning from {Māori}-medium to {English}-medium education: emerging findings of a pilot study},
	issn = {1367-0050},
	shorttitle = {Transitioning from {Māori}-medium to {English}-medium education},
	url = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2014.980777?journalCode=rbeb20},
	doi = {10.1080/13670050.2014.980777},
	abstract = {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.},
	journal = {International Journal of Bilingual Education and Bilingualism},
	author = {Hill, Richard},
	year = {2014},
	keywords = {Bilingualism, Biliteracy, Cultural Capital, English Transition, Indigenous, Māori-Medium},
	pages = {1--17},
}

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.

@techreport{macpherson_te_2014,
	title = {Te {Kupenga} 2013 ({English}) {Key} facts},
	url = {http://www.stats.govt.nz/browse_for_stats/people_and_communities/maori/TeKupenga_HOTP13.aspx},
	abstract = {No Abstract},
	number = {May},
	author = {Macpherson, Liz},
	year = {2014},
	pages = {1--27},
}

No Abstract

@phdthesis{freeman-tayler_understanding_2014,
	title = {Understanding the {Māori} {Television} {Service}’s {Policy} and {Legislation}: {The} {First} {Ten} {Years}},
	shorttitle = {Understanding the {Māori} {Television} {Service}’s {Policy} and {Legislation}},
	url = {http://researcharchive.vuw.ac.nz/handle/10063/3624},
	abstract = {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.},
	language = {en\_NZ},
	urldate = {2015-12-22},
	school = {Victoria University of Wellington},
	author = {Freeman-Tayler, Katie},
	year = {2014},
}

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.

@inproceedings{nand_enhancing_2014,
	address = {Nara, Japan},
	title = {Enhancing {Children}'s {Numeracy} \& {Te} {Reo} {Skills} using {Computer} {Games}: {Proceedings} of 22nd {International} {Conference} on {Computers} in {Education} ({ICCE})({Ed}.)},
	shorttitle = {Enhancing {Children}'s {Numeracy} \& {Te} {Reo} {Skills} using {Computer} {Games}},
	url = {http://unitec.researchbank.ac.nz/handle/10652/2977},
	doi = {http://hdl.handle.net/10652/2977},
	abstract = {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.},
	language = {eng},
	booktitle = {Proceedings of 22nd {International} {Conference} on {Computers} in {Education} ({ICCE})({Ed}.), {Nara}, {Japan}. 30 {November} - 4 {December}, 2014.},
	publisher = {International Conference on Computers in Education},
	author = {Nand, Kalpana and Baghaei, Nilufar and Casey, John},
	year = {2014},
	keywords = {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},
	pages = {647--652},
}

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.

@book{mckenzie_challenges_2014,
	title = {The {Challenges} and {Opportunities} of {Using} {Mobile} {Devices} to {Attain} {Māori} {Language} {Proficiency}},
	abstract = {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.},
	language = {en\_NZ},
	publisher = {Victoria University of Wellington},
	author = {McKenzie, Tabitha Gaylyn Kura},
	year = {2014},
	keywords = {Mobile learning, Māori Language, Teacher professional development},
}

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.

@article{brewer_use_2014,
	title = {The {Use} of {Interpretive} {Description} {Within} {Kaupapa} {Māori} {Research}},
	volume = {24},
	issn = {1049-7323},
	url = {https://researchspace.auckland.ac.nz/handle/2292/28628},
	doi = {10.1177/1049732314546002},
	abstract = {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.},
	number = {9},
	urldate = {2016-09-08},
	journal = {Qualitative Health Research},
	author = {Brewer, Karen M. and Harwood, Matire L. N. and Mccann, Clare M. and Crengle, Sue M. and Worrall, Linda E.},
	year = {2014},
	keywords = {Communication, Critical Methods, Interpretive Description, Qualitative, Research, Stroke, minorities},
	pages = {1287--1297},
}

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.

@article{white_value_2014,
	title = {The {Value} of {Dialect} amongst {Kāi} {Tahu}},
	volume = {26},
	copyright = {Usage incurs a charge},
	issn = {0971-3336},
	url = {http://pds.sagepub.com/content/26/2/213.short},
	doi = {10.1177/0971333614549140},
	abstract = {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.},
	number = {2},
	journal = {Psychology and Developing Societies},
	author = {White, Tāwini and Rewi, Poia},
	year = {2014},
	keywords = {Dialect, Kāi Tahu, Language, Māori, Revitalisation, Value},
	pages = {213--232},
}

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.

@techreport{kaiti_school_we_2014,
	type = {Prospectus},
	title = {We are {Kaiti} {School}. {Strategic} {Plan} and {Charter} 2014-2016},
	copyright = {Now replaced with 2016-2018 Strategy},
	url = {http://www.kaiti.school.nz/files/259ac6a353a47118/file_attachments/14/Strategic%20plan%202014-2016%20.pdf},
	abstract = {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},
	urldate = {2016-07-17},
	author = {{Kaiti School}},
	year = {2014},
	keywords = {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},
	pages = {18},
}

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

@book{yamada_maori_2014,
	title = {Maori as a phrase-based language},
	url = {https://scholarspace.manoa.hawaii.edu/handle/10125/101158},
	abstract = {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.},
	language = {eng},
	publisher = {ProQuest Dissertations Publishing},
	author = {Yamada, Fumiko},
	year = {2014},
	keywords = {0290, Austronesian Languages, Language, Linguistics, Literature and Linguistics, Maori language, New Zealand, Parts of Speech, Polynesian Languages},
}

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.

@article{lee_social_2014,
	title = {Social media and student learning behavior: {Plugging} into mainstream music offers dynamic ways to learn {English}},
	volume = {36},
	issn = {0747-5632},
	shorttitle = {Social media and student learning behavior},
	doi = {10.1016/j.chb.2014.02.019},
	abstract = {•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.},
	language = {eng},
	journal = {Computers in Human Behavior},
	author = {Lee, Hsing-chin},
	year = {2014},
	keywords = {Mainstream Music, Mobile Device, Social Media, Technology, Ubiquitous, Youtube},
	pages = {496--501},
}

•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.

@phdthesis{te_huia_whaia_2014,
	title = {Whāia te iti kahurangi, ki te tuohu koe me he maunga teitei: {Establishing} psychological foundations for higher levels of {Māori} language proficiency},
	shorttitle = {Whāia te iti kahurangi, ki te tuohu koe me he maunga teitei},
	url = {http://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/10063/3459/thesis.pdf?sequence=2},
	abstract = {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.},
	language = {en\_NZ},
	school = {Victoria University of Wellington},
	author = {Te Huia, Awanui},
	year = {2014},
	keywords = {Heritage, Language, Motivation},
}

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.

@techreport{te_puni_kokiri_information_2014,
	title = {Information {Sheet}: {Government} {Proposed} {New} {Māori} {Language} {Strategy}},
	url = {http://www.tpk.govt.nz/_documents/tpk-infosheet-govtproposedreostrategy2013-en.pdf},
	abstract = {This information sheet provides brief bullet point summaries on the proposed Māori Language Strategy.},
	author = {{Te Puni Kōkiri}},
	year = {2014},
	pages = {1--4},
}

This information sheet provides brief bullet point summaries on the proposed Māori Language Strategy.

@article{ratima_te_2014,
	title = {Te {Rita} {Papesch}: {Case} {Study} of an {Exemplary} {Learner} of {Maori} as an {Additional} {Language}},
	volume = {17},
	issn = {1367-0050},
	shorttitle = {Te {Rita} {Papesch}},
	doi = {10.1080/13670050.2013.806431},
	abstract = {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.},
	language = {eng},
	number = {4},
	journal = {International Journal of Bilingual Education and Bilingualism},
	author = {Ratima, Matiu Tai and Papesch, Te Rita},
	year = {2014},
	keywords = {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},
	pages = {379--393},
}

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.

@article{lourie_maori_2014,
	title = {Māori language as a subject for instruction in secondary schools 1909-2014},
	issn = {1019-8725},
	abstract = {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.},
	language = {eng},
	author = {Lourie, Megan},
	year = {2014},
	keywords = {Language And Languages – Study And Teaching (Secondary), Māori Language – Study And Teaching},
}

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.

@phdthesis{lewis_application_2014,
	type = {Phd. {Thesis}},
	title = {The {Application} of {Critical} {Discourse} {Theory}: {A} {Criterion}-{Referenced} {Analysis} of {Reports} {Relating} to {Language} {Revitalisation} in {Australia} and {New} {Zealand}},
	shorttitle = {The {Application} of {Critical} {Discourse} {Theory}},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/8585},
	abstract = {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).},
	language = {en},
	urldate = {2016-09-14},
	school = {University of Waikato},
	author = {Lewis, Roger Brian},
	year = {2014},
	keywords = {Indigenous language maintenance, Ko Aotearoa tēnei, Language Planning, Language Policy, critical discourse theory, te reo Māori},
}

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).

@article{armstrong_naturalism_2014,
	title = {Naturalism and ideological work: how is family language policy renegotiated as both parents and children learn a threatened minority language?},
	volume = {17},
	copyright = {Downloading this article incurs a charge from the publisher},
	issn = {1367-0050},
	shorttitle = {Naturalism and ideological work},
	url = {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},
	doi = {10.1080/13670050.2013.860074},
	abstract = {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.},
	number = {5},
	journal = {International Journal of Bilingual Education and Bilingualism},
	author = {Armstrong, Timothy Currie},
	year = {2014},
	keywords = {Adult Language Learners, Family Language Policy, Immersion Education, Language Ideologies, Scottish Gaelic},
	pages = {570--585},
}

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.

@book{rawinia_higgins_editor_of_compilation_value_2014,
	address = {Wellington},
	series = {Ngā {Pae} o te {Māramatanga} edited collections ; vol. 2},
	title = {The value of the {Māori} language = {Te} hua o te reo {Māori}},
	isbn = {978-1-77550-141-1},
	url = {http://www.huia.co.nz/huia-bookshop/bookshop/the-value-of-maori-language-te-hua-o-te-reo-maori/},
	abstract = {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},
	language = {eng},
	publisher = {Huia Publishers},
	author = {{Rawinia Higgins editor of compilation} and {Poia Rewi editor of compilation} and {Vincent Olsen-Reeder editor of compilation}},
	year = {2014},
	keywords = {Language maintenance New Zealand., Maori language New Zealand., Maori language Revival., Maori language Social aspects., Reo Māori.},
}

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

@article{pio_te_2014,
	title = {Te {Wero}—the challenge: reimagining universities from an indigenous world view},
	volume = {67},
	issn = {0018-1560},
	shorttitle = {Te {Wero}—the challenge},
	doi = {10.1007/s10734-013-9673-1},
	abstract = {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.},
	language = {eng},
	number = {5},
	journal = {Higher Education},
	author = {Pio, Edwina and Tipuna, Kitea and Rasheed, Ali and Parker, Lorraine},
	year = {2014},
	keywords = {Indigenous, Māori, Staff, University, World view},
	pages = {675--690},
}

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.

@article{hinton_endangered_2014,
	title = {Endangered {Languages}: {Current} {Issues} and {Future} {Prospects} by {Lenore} {A} . {Grenoble}; {Lindsay} {J} . {Whaley}},
	volume = {29},
	url = {http://www.jstor.org/discover/10.2307/4169013?uid=3738776&uid=2&uid=4&sid=21104120246937},
	number = {2},
	journal = {Language in Society},
	author = {Hinton, Leanne},
	year = {2014},
	pages = {287--290},
}

@techreport{statistics_new_zealand_2013_2014,
	title = {2013 {Census} {QuickStats}. {About} culture and identity},
	author = {{Statistics New Zealand}},
	year = {2014},
	keywords = {2013, Culture, Identity, census, quickstats, statistics},
}

@article{trinick_developing_2014,
	title = {Developing a {Maori} {Language} {Mathematics} {Lexicon}: {Challenges} for {Corpus} {Planning} in {Indigenous} {Language} {Contexts}},
	volume = {14},
	issn = {1466-4208},
	shorttitle = {Developing a {Maori} {Language} {Mathematics} {Lexicon}},
	doi = {10.1080/14664208.2013.835149},
	abstract = {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.},
	language = {eng},
	journal = {Current Issues in Language Planning},
	author = {Trinick, Tony and May, Stephen},
	year = {2014},
	keywords = {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},
	pages = {457--4), p.457--473},
}

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.

@article{huia_indigenous_2014,
	title = {Indigenous {Culture} and {Society}},
	volume = {26},
	issn = {0971-3336},
	doi = {10.1177/0971333614549142},
	abstract = {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.},
	number = {2},
	journal = {Psychology and Developing Societies},
	author = {Huia, Awanui Te},
	year = {2014},
	keywords = {Acculturation, Cultural Enhancement, Intercultural Awareness},
	pages = {233--261},
}

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.

@article{noauthor_passing_2014,
	title = {Passing {Te} {Reo} {Maori} bill is a key priority},
	abstract = {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.},
	language = {eng},
	journal = {M2 Presswire},
	year = {2014},
}

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.

@article{mccarty_reclaiming_2014,
	title = {Reclaiming {Indigenous} {Languages}: {A} {Reconsideration} of the {Roles} and {Responsibilities} of {Schools}},
	volume = {38},
	issn = {0091-732X},
	shorttitle = {Reclaiming {Indigenous} {Languages}},
	doi = {10.3102/0091732X13507894},
	abstract = {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.},
	language = {eng},
	number = {1},
	journal = {Review of Research in Education},
	author = {Mccarty, Teresa L. and Nicholas, Sheilah E.},
	year = {2014},
	keywords = {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},
	pages = {106--136},
}

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.

@article{jeurissen_te_2014,
	title = {Te {Reo} {Māori} as a {Subject}: {The} {Impact} of {Language} {Ideology}, {Language} {Practice}, and {Language} {Management} on {Secondary} {School} {Students}’ {Decision} {Making}},
	volume = {43},
	shorttitle = {Te {Reo} {Māori} as a {Subject}},
	url = {http://journals.cambridge.org/abstract_S1326011114000143},
	abstract = {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.},
	number = {02},
	urldate = {2015-12-01},
	journal = {The Australian Journal of Indigenous Education},
	author = {Jeurissen, Maree},
	year = {2014},
	pages = {175--184},
}

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.

@article{hill_transitioning_2014,
	title = {Transitioning from {Māori}-medium to {English}-medium education: emerging findings of a pilot study},
	issn = {1367-0050},
	shorttitle = {Transitioning from {Māori}-medium to {English}-medium education},
	url = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2014.980777?journalCode=rbeb20},
	doi = {10.1080/13670050.2014.980777},
	abstract = {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.},
	journal = {International Journal of Bilingual Education and Bilingualism},
	author = {Hill, Richard},
	year = {2014},
	keywords = {Bilingualism, Biliteracy, Cultural Capital, English Transition, Indigenous, Māori-Medium},
	pages = {1--17},
}

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.

@techreport{macpherson_te_2014,
	title = {Te {Kupenga} 2013 ({English}) {Key} facts},
	url = {http://www.stats.govt.nz/browse_for_stats/people_and_communities/maori/TeKupenga_HOTP13.aspx},
	abstract = {No Abstract},
	number = {May},
	author = {Macpherson, Liz},
	year = {2014},
	pages = {1--27},
}

No Abstract

@phdthesis{freeman-tayler_understanding_2014,
	title = {Understanding the {Māori} {Television} {Service}’s {Policy} and {Legislation}: {The} {First} {Ten} {Years}},
	shorttitle = {Understanding the {Māori} {Television} {Service}’s {Policy} and {Legislation}},
	url = {http://researcharchive.vuw.ac.nz/handle/10063/3624},
	abstract = {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.},
	language = {en\_NZ},
	urldate = {2015-12-22},
	school = {Victoria University of Wellington},
	author = {Freeman-Tayler, Katie},
	year = {2014},
}

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.

@inproceedings{nand_enhancing_2014,
	address = {Nara, Japan},
	title = {Enhancing {Children}'s {Numeracy} \& {Te} {Reo} {Skills} using {Computer} {Games}: {Proceedings} of 22nd {International} {Conference} on {Computers} in {Education} ({ICCE})({Ed}.)},
	shorttitle = {Enhancing {Children}'s {Numeracy} \& {Te} {Reo} {Skills} using {Computer} {Games}},
	url = {http://unitec.researchbank.ac.nz/handle/10652/2977},
	doi = {http://hdl.handle.net/10652/2977},
	abstract = {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.},
	language = {eng},
	booktitle = {Proceedings of 22nd {International} {Conference} on {Computers} in {Education} ({ICCE})({Ed}.), {Nara}, {Japan}. 30 {November} - 4 {December}, 2014.},
	publisher = {International Conference on Computers in Education},
	author = {Nand, Kalpana and Baghaei, Nilufar and Casey, John},
	year = {2014},
	keywords = {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},
	pages = {647--652},
}

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.

@book{mckenzie_challenges_2014,
	title = {The {Challenges} and {Opportunities} of {Using} {Mobile} {Devices} to {Attain} {Māori} {Language} {Proficiency}},
	abstract = {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.},
	language = {en\_NZ},
	publisher = {Victoria University of Wellington},
	author = {McKenzie, Tabitha Gaylyn Kura},
	year = {2014},
	keywords = {Mobile learning, Māori Language, Teacher professional development},
}

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.

@article{white_value_2014,
	title = {The {Value} of {Dialect} amongst {Kāi} {Tahu}},
	volume = {26},
	issn = {0971-3336},
	doi = {10.1177/0971333614549140},
	abstract = {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.},
	number = {2},
	journal = {Psychology and Developing Societies},
	author = {White, Tāwini and Rewi, Poia},
	year = {2014},
	keywords = {Dialect, Kāi Tahu, Language, Māori, Revitalisation, Value},
	pages = {213--232},
}

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.

@article{brewer_use_2014,
	title = {The {Use} of {Interpretive} {Description} {Within} {Kaupapa} {Māori} {Research}},
	volume = {24},
	issn = {1049-7323},
	doi = {10.1177/1049732314546002},
	abstract = {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.},
	number = {9},
	journal = {Qualitative Health Research},
	author = {Brewer, Karen M. and Harwood, Matire L. N. and Mccann, Clare M. and Crengle, Sue M. and Worrall, Linda E.},
	year = {2014},
	keywords = {Communication, Critical Methods, Interpretive Description, Qualitative, Research, Stroke, minorities},
	pages = {1287--1297},
}

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.

@techreport{kaiti_school_we_2014,
	type = {Prospectus},
	title = {We are {Kaiti} {School}. {Strategic} {Plan} and {Charter} 2014-2016},
	url = {http://www.kaiti.school.nz/files/259ac6a353a47118/file_attachments/14/Strategic%20plan%202014-2016%20.pdf},
	abstract = {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},
	urldate = {2016-07-17},
	author = {{Kaiti School}},
	year = {2014},
	pages = {18},
}

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

@book{yamada_maori_2014,
	title = {Maori as a phrase-based language},
	abstract = {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.},
	language = {eng},
	publisher = {ProQuest Dissertations Publishing},
	author = {Yamada, Fumiko},
	year = {2014},
	keywords = {0290, Austronesian Languages, Language, Linguistics, Literature and Linguistics, Maori language, New Zealand, Parts of Speech, Polynesian Languages},
}

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.

@article{lee_social_2014,
	title = {Social media and student learning behavior: {Plugging} into mainstream music offers dynamic ways to learn {English}},
	volume = {36},
	issn = {0747-5632},
	shorttitle = {Social media and student learning behavior},
	doi = {10.1016/j.chb.2014.02.019},
	abstract = {•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.},
	language = {eng},
	journal = {Computers in Human Behavior},
	author = {Lee, Hsing-chin},
	year = {2014},
	keywords = {Mainstream Music, Mobile Device, Social Media, Technology, Ubiquitous, Youtube},
	pages = {496--501},
}

•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.

@phdthesis{te_huia_whaia_2014,
	title = {Whāia te iti kahurangi, ki te tuohu koe me he maunga teitei: {Establishing} psychological foundations for higher levels of {Māori} language proficiency},
	shorttitle = {Whāia te iti kahurangi, ki te tuohu koe me he maunga teitei},
	url = {http://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/10063/3459/thesis.pdf?sequence=2},
	abstract = {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.},
	language = {en\_NZ},
	school = {Victoria University of Wellington},
	author = {Te Huia, Awanui},
	year = {2014},
	keywords = {Heritage, Language, Motivation},
}

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.

@techreport{te_puni_kokiri_information_2014,
	title = {Information {Sheet}: {Government} {Proposed} {New} {Māori} {Language} {Strategy}},
	url = {http://www.tpk.govt.nz/_documents/tpk-infosheet-govtproposedreostrategy2013-en.pdf},
	abstract = {This information sheet provides brief bullet point summaries on the proposed Māori Language Strategy.},
	author = {{Te Puni Kōkiri}},
	year = {2014},
	pages = {1--4},
}

This information sheet provides brief bullet point summaries on the proposed Māori Language Strategy.

@article{ratima_te_2014,
	title = {Te {Rita} {Papesch}: {Case} {Study} of an {Exemplary} {Learner} of {Maori} as an {Additional} {Language}},
	volume = {17},
	issn = {1367-0050},
	shorttitle = {Te {Rita} {Papesch}},
	doi = {10.1080/13670050.2013.806431},
	abstract = {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.},
	language = {eng},
	number = {4},
	journal = {International Journal of Bilingual Education and Bilingualism},
	author = {Ratima, Matiu Tai and Papesch, Te Rita},
	year = {2014},
	keywords = {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},
	pages = {379--393},
}

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.

@article{lourie_maori_2014,
	title = {Māori language as a subject for instruction in secondary schools 1909-2014},
	issn = {1019-8725},
	abstract = {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.},
	language = {eng},
	author = {Lourie, Megan},
	year = {2014},
	keywords = {Language And Languages – Study And Teaching (Secondary), Māori Language – Study And Teaching},
}

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.

@article{armstrong_naturalism_2014,
	title = {Naturalism and ideological work: how is family language policy renegotiated as both parents and children learn a threatened minority language?},
	volume = {17},
	issn = {1367-0050},
	shorttitle = {Naturalism and ideological work},
	doi = {10.1080/13670050.2013.860074},
	abstract = {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.},
	number = {5},
	journal = {International Journal of Bilingual Education and Bilingualism},
	author = {Armstrong, Timothy Currie},
	year = {2014},
	keywords = {Adult Language Learners, Family Language Policy, Immersion Education, Language Ideologies, Scottish Gaelic},
	pages = {570--585},
}

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.

@book{may_indigenous_2013,
	title = {Indigenous immersion education: {International} developments},
	volume = {1},
	url = {http://www.jbe-platform.com/content/journals/10.1075/jicb.1.1.03may},
	number = {1},
	author = {May, Stephen},
	year = {2013},
}

@article{paskus_more_2013,
	title = {More than {Words}, {A} {Way} of {Life}: {Language} {Restoration} {Programs} {Reach} beyond {Tribal} {Colleges} and {Universities}},
	volume = {24},
	issn = {1052-5505},
	shorttitle = {More than {Words}, {A} {Way} of {Life}},
	abstract = {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.},
	language = {eng},
	number = {4},
	journal = {Tribal College Journal of American Indian Higher Education},
	author = {Paskus, Laura},
	year = {2013},
	keywords = {American Indian Languages, Cultural Maintenance, Heritage Education, Immersion Programs, Language Maintenance, Language Skill Attrition, Native Language Instruction, Program Descriptions, Tribally Controlled Education, Tribes},
}

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.

@book{nicola_bright_author_ka_2013,
	address = {Wellington, New Zealand},
	title = {Ka whanau mai te reo : honouring whānau, upholding reo {Maori}},
	isbn = {978-1-927231-04-3},
	shorttitle = {Ka whanau mai te reo},
	abstract = {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.},
	language = {eng;mao},
	publisher = {Te Wāhanga, NZCER},
	author = {{Nicola Bright author}},
	year = {2013},
	keywords = {Maori (New Zealand people) Education New Zealand., Maori language Acquisition., Maori language Revival., Maori language Study and teaching Immersion method., Mātauranga., Reo Māori., Whānau.},
}

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.

@article{noauthor_taking_2013,
	title = {Taking it to the people is educator's mission; {Te} {Reo} o {Taranaki} {Provider} of the {Year}},
	issn = {1176-7596},
	abstract = {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...},
	language = {eng},
	journal = {Taranaki Daily News},
	year = {2013},
	keywords = {Community, Health Facilities, Language},
	pages = {4},
}

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...

@phdthesis{cowell_he_2013,
	type = {Thesis},
	title = {He riri tā te tawa uho, he riri tā te tawa para},
	url = {http://aut.researchgateway.ac.nz/handle/10292/5516},
	abstract = {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).},
	language = {en},
	urldate = {2016-06-29},
	school = {Auckland University of Technology},
	author = {Cowell, Jamie Te-Huia},
	year = {2013},
}

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).

@article{williams_ko_2013,
	title = {Ko {Aotearoa} {Tenei} : {Law} and {Policy} {Affecting} {Maori} {Culture} and {Identity}},
	volume = {20},
	issn = {0940-7391},
	shorttitle = {Ko {Aotearoa} {Tenei}},
	doi = {10.1017/S0940739113000143},
	abstract = {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.},
	number = {3},
	author = {Williams, David V.},
	year = {2013},
	pages = {311--331},
}

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.

@article{wilson_decolonizing_2013,
	title = {Decolonizing methodologies: research and indigenous peoples},
	shorttitle = {Decolonizing methodologies},
	url = {https://www.msd.govt.nz/documents/about-msd-and.../17_pages214_217.pdf},
	abstract = {“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”.},
	journal = {Social Policy Journal of New Zealand},
	author = {Wilson, Carla},
	year = {2013},
	keywords = {Colonialism–Social aspects, Colonisation, Ethnicity, Indigenous Knowledge, imperialism},
	pages = {214--217},
}

“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”.

@article{dyall_engagement_2013,
	title = {Engagement and recruitment of {Māori} and non-{Māori} people of advanced age to {LiLACS} {NZ}},
	volume = {37},
	url = {http://onlinelibrary.wiley.com/doi/10.1111/1753-6405.12029/full},
	number = {2},
	urldate = {2015-12-21},
	journal = {Australian and New Zealand journal of public health},
	author = {Dyall, Lorna and Kepa, Mere and Hayman, Karen and Teh, Ruth and Moyes, Simon and Broad, Joanna B. and Kerse, Ngaire},
	year = {2013},
	pages = {124--131},
}

@article{lourie_muddle_2013,
	title = {Muddle in the mainstream: {Maori} language education policy in mainstream schools},
	volume = {48},
	issn = {0028-8276},
	shorttitle = {Muddle in the mainstream},
	abstract = {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 ]},
	language = {eng},
	number = {1},
	journal = {New Zealand Journal of Educational Studies},
	author = {Lourie, Megan},
	year = {2013},
	keywords = {Aotearoa New Zealand, Education, Education Policy, Ethnicity, Language Policy, National Identity, Pedagogy, Students},
	pages = {6--18},
}

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 ]

@article{mato_indigenous_2013,
	title = {Indigenous {Tweeting} for {Language} {Survival}: {The} {Māori}-{Language} {Profile}},
	shorttitle = {Indigenous {Tweeting} for {Language} {Survival}},
	url = {http://infonomics-society.org/IJTIE/Indigenous%20Tweeting%20for%20Language%20Survival.pdf},
	abstract = {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.},
	urldate = {2015-11-30},
	author = {Mato, Paora and Keegan, Te Taka},
	year = {2013},
}

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.

@techreport{te_runanga_o_toa_rangatira_inc_kia_2013,
	title = {Kia toa te reo o {Ngāti} {Toa}, kia rangatira ai a {Ngāti} {Toa}. {Te} {Māhere} {Reo} {Māori} o {Ngāti} {Toa} {Rangatira}},
	author = {{Te Rūnanga o Toa Rangatira Inc}},
	year = {2013},
}

@article{ofahengaue_vakalahi_generations_2013,
	title = {Generations {Linked}: {A} {Case} {Example} of {Māori} {Grandparents}},
	volume = {16},
	issn = {1052-2158},
	shorttitle = {Generations {Linked}},
	url = {http://www.tandfonline.com/doi/abs/10.1080/10522158.2013.794377},
	doi = {10.1080/10522158.2013.794377},
	abstract = {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.},
	number = {4},
	journal = {Journal of Family Social Work},
	author = {Ofahengaue Vakalahi, Halaevaluf and Taiapa, Juliat T.},
	year = {2013},
	keywords = {Cultural Transmission, Intergenerational Relationships, Māori Grandparents},
	pages = {332--347},
}

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.

@article{ngapo_mainstreaming_2013,
	title = {"{Mainstreaming}" {Te} {Reo} {Maori}: {Beyond} {Indifference} and {Tokenism} in the {Classroom}},
	volume = {14},
	issn = {1175-9232},
	shorttitle = {"{Mainstreaming}" {Te} {Reo} {Maori}},
	url = {http://eric.ed.gov/?id=EJ1011401},
	abstract = {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.)},
	language = {en},
	number = {1},
	urldate = {2015-12-22},
	journal = {Kairaranga},
	author = {Ngapo, Koro},
	year = {2013},
	keywords = {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},
	pages = {3--10},
}

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.)

@phdthesis{tahi-rangihau_moteatea_2013,
	title = {Mōteatea {Kau} te {Ngākau}. {He} aha ia nei i tuā atu i ngā kupu, i te rangi o te waiata?},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/7937},
	abstract = {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.},
	author = {Tahi-Rangihau, Te Hauāuru Raeleen},
	year = {2013},
}

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.

@phdthesis{bailey_kei_2013,
	type = {Thesis},
	title = {Kei moenga - tārā i te ārero. {Lest} it be severed from the tongue},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/7903},
	abstract = {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.},
	language = {Te Reo Māori},
	urldate = {2016-07-20},
	school = {University of Waikato},
	author = {Bailey, Iraia},
	year = {2013},
	keywords = {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},
}

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.

@book{haf_gruffydd_jones_social_2013,
	address = {Bristol ; Buffalo},
	series = {Multilingual {Matters}},
	title = {Social media and minority languages convergence and the creative industries},
	isbn = {978-1-84769-905-3},
	abstract = {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.},
	language = {eng},
	publisher = {Multilingual Matters},
	author = {Haf Gruffydd Jones, Elin and Uribe-Jongbloed, Enrique and {Ebooks Corporation}},
	year = {2013},
	keywords = {Electronic books., Linguistic minorities., Minorities in mass media., Minorities in the mass media industry., Social media., Web 2.0 Social aspects.},
}

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.

@book{mari_c._jones_editor_of_compilation_keeping_2013,
	address = {Cambridge, UK},
	title = {Keeping languages alive : documentation, pedagogy and revitalization},
	isbn = {978-1-107-02906-4},
	shorttitle = {Keeping languages alive},
	abstract = {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.},
	language = {eng},
	publisher = {Cambridge University Press},
	author = {{Mari C. Jones editor of compilation} and {Sarah Ogilvie editor of compilation}},
	year = {2013},
	keywords = {Anthropological linguistics., Endangered languages., Language maintenance., Language obsolescence., Typology (Linguistics)},
}

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.

@book{new_zealand._waitangi_tribunal_author_matua_2013,
	title = {Matua rautia : the report on the kōhanga reo claim},
	shorttitle = {Matua rautia},
	abstract = {"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.},
	language = {eng},
	publisher = {Legislation Direct},
	author = {{New Zealand. Waitangi Tribunal author}},
	year = {2013},
	keywords = {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)},
}

"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.

@book{hokowhitu_fourth_2013,
	address = {Minneapolis},
	series = {Indigenous {Americas}},
	title = {The fourth eye : {Maori} media in {Aotearoa} {New} {Zealand}},
	isbn = {978-1-4529-4174-5},
	shorttitle = {The fourth eye},
	abstract = {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.},
	language = {eng},
	publisher = {University of Minnesota Press},
	author = {Hokowhitu, Brendan},
	year = {2013},
	keywords = {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.},
}

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.

@phdthesis{hond_matua_2013,
	title = {Matua te {Reo}, {Matua} te {Tangata}. {Speaker} {Community}: visions, approaches, outcomes},
	url = {http://mro.massey.ac.nz/xmlui/bitstream/handle/10179/5439/02_whole.pdf?sequence=2&isAllowed=y},
	abstract = {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.},
	school = {Massey University},
	author = {Hond, Ruakere},
	year = {2013},
}

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.

@techreport{bright_ka_2013,
	title = {Ka whānau mai te reo. {Honouring} {Whānau} {Upholding} {Reo} {Māori}},
	url = {http://www.nzcer.org.nz/system/files/Whanau%20mai%20te%20reo%20.Web_.pdf},
	abstract = {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},
	author = {Bright, Nicola and Barnes, Alex and Hutchings, Jessica},
	year = {2013},
	keywords = {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},
}

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

@book{new_zealand._ministry_of_education_tau_2013,
	address = {Wellington},
	title = {Tau mai te reo = {The} {Māori} language in education strategy 2013-2017.},
	isbn = {978-0-478-40684-9},
	abstract = {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.},
	language = {eng},
	publisher = {Ministry of Education},
	author = {New Zealand. Ministry of Education, author},
	year = {2013},
	keywords = {Maori language Government policy New Zealand., Maori language Study and teaching., Matareo., Reo Māori.},
}

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.

@article{castello_agent-based_2013,
	title = {Agent-based models of language competition: {Macroscopic} descriptions and {Order}-{Disorder} transitions},
	volume = {2013},
	issn = {0165-2516},
	url = {http://ifisc.uib-csic.es/ federico/myarticles/language.pdf},
	doi = {10.1515/ijsl-2013-0022},
	abstract = {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.},
	number = {221},
	journal = {International Journal of the Sociology of Language},
	author = {Castelló, Xavier and Loureiro-Porto, Lucía and San Miguel, Maxi},
	year = {2013},
	keywords = {Agent-Based Models, Complex Social Networks, Language Loyalty, Language Shift And Revitalization, Prestige},
	pages = {21--51},
}

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.

@article{mcmurchy-pilkington_we_2013,
	title = {‘{We} are family’: {Māori} success in foundation programmes},
	volume = {32},
	copyright = {Usage incurs a charge},
	issn = {0729-4360},
	shorttitle = {‘{We} are family’},
	url = {http://www.tandfonline.com/doi/full/10.1080/07294360.2011.643294?scroll=top&needAccess=true},
	doi = {10.1080/07294360.2011.643294},
	abstract = {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.},
	number = {3},
	journal = {Higher Education Research \& Development},
	author = {Mcmurchy-Pilkington, Colleen},
	year = {2013},
	keywords = {Indigenous Education, Māori Education, Student Experience, Student Learning, Teaching Practice, Whānau},
	pages = {436--449},
}

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.

@phdthesis{ahu_te_2013,
	title = {Te {Reo} {Maori} as a {Language} of {New} {Zealand} {Law}: {The} {Attainment} of {Civic} {Status}},
	shorttitle = {Te {Reo} {Maori} as a {Language} of {New} {Zealand} {Law}},
	url = {http://hdl.handle.net/10063/2811},
	abstract = {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.},
	language = {en\_NZ},
	urldate = {2016-07-17},
	school = {Victoria University of Wellington},
	author = {Ahu, Tai},
	year = {2013},
	keywords = {Civic language, Law, Legislative drafting, Minority language rights, Statutory interpretation, Te reo Maori},
}

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.

@phdthesis{cowell_he_2013,
	type = {Masters of {Arts}},
	title = {He riri tā te tawa uho, he riri tā te tawa para},
	url = {http://aut.researchgateway.ac.nz/handle/10292/5516},
	abstract = {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).},
	language = {en},
	urldate = {2016-07-27},
	school = {Auckland University of Technology},
	author = {Cowell, Jamie Te-Huia},
	year = {2013},
	keywords = {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},
}

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).

@article{ratima_te_2013,
	title = {Te {Rita} {Papesch}: case study of an exemplary learner of {Māori} as an additional language},
	volume = {17},
	issn = {1367-0050},
	url = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2013.806431},
	doi = {10.1080/13670050.2013.806431},
	number = {4},
	journal = {International Journal of Bilingual Education and Bilingualism},
	author = {Rātima, Matiu Tai and Papesch, Te Rita},
	month = jul,
	year = {2013},
	pages = {379--393},
}

@phdthesis{timms_indigenous_2013,
	title = {Indigenous language revitalisation in {Aotearoa} {New} {Zealand} \& {Alba} {Scotland}},
	url = {http://otago.ourarchive.ac.nz/handle/10523/3851},
	abstract = {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.},
	author = {Timms, Catriona Elizabeth and Timms-Dean, Kate},
	year = {2013},
	keywords = {Language Planning},
}

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.

@techreport{kokiri_developing_2013,
	address = {Wellington},
	type = {Invitation to comment},
	title = {Developing a {New} {Māori} {Language} {Strategy}},
	url = {http://www.tetaurawhiri.govt.nz/assets/MLS-documents/Developing-a-new-Maori-language-strategy-discussion-document.pdf},
	abstract = {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.},
	author = {Kōkiri, Te Puni},
	year = {2013},
}

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.

@techreport{mcpake_gaelic_2013,
	title = {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.},
	url = {http://www.research.ed.ac.uk/portal/files/14835282/Gaelic_for_Teachers.pdf},
	abstract = {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.},
	number = {June},
	author = {McPake, Joanna and Mcleod, Wilson and Wilson, Mona and Fassetta, Giovanna},
	year = {2013},
	pages = {5 -- 56},
}

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.

@book{higgins_right-shifting_2013,
	title = {Right-{Shifting} {A} {Nation} to {Empower} an {Indigenous} {Language} in {Aotearoa}/{New} {Zealand}},
	isbn = {978-618-5065-10-2},
	url = {http://www.atiner.gr/abstracts/2013ABST-LNG.pdf#page=35},
	abstract = {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.},
	number = {July},
	author = {Higgins, Rawinia and Rewi, Poia},
	year = {2013},
}

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.

@inproceedings{simons_worlds_2013,
	title = {The world's languages in crisis: {A} 20-year update},
	url = {http://www-01.sil.org/ simonsg/preprint/Wisconsin Symposium.pdf},
	abstract = {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.},
	booktitle = {26th {Linguistics} {Symposium}: {Language} {Death}, {Endangerment}, {Documentation}, and {Revitalization} {University} of {Wisconsin}, {Milwaukee}, 20–22 {October} 2011},
	author = {Simons, Gary F and Lewis, Paul},
	year = {2013},
	pages = {20--22},
}

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.

@phdthesis{bailey_kei_2013,
	type = {Masters of {Arts}},
	title = {Kei {Moenga} - {Tārā} i te ārero. {Lest} it be severed from the tongue},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/7903},
	abstract = {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.},
	language = {Te Reo Māori},
	school = {The University of Waikato},
	author = {Bailey, Iraia},
	year = {2013},
}

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.

@techreport{ministry_of_education_tau_2013,
	title = {{TAU} {MAI} {TE} {REO}: {The} {Māori} {Language} in {Education} {Strategy} 2013-2017},
	abstract = {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.},
	author = {{Ministry of Education}},
	year = {2013},
	pages = {1--39},
}

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.

@book{trinick_developing_2013,
	title = {Developing a {Māori} language mathematics lexicon: challenges for corpus planning in indigenous language contexts},
	volume = {14},
	url = {http://www.tandfonline.com/doi/abs/10.1080/14664208.2013.835149},
	number = {3-04},
	author = {Trinick, Tony and May, Stephen},
	month = nov,
	year = {2013},
}

@book{new_zealand._ministry_of_education._research_division_maori_2013,
	address = {Wellington},
	title = {Māori medium kaiako survey},
	isbn = {978-0-478-40659-7},
	abstract = {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.},
	language = {eng},
	publisher = {Te Tāhuhu o te Mātauranga Aotearoa},
	author = {New Zealand. Ministry of Education. Research Division, issuing body and New Zealand. Ministry of Education, issuing body},
	year = {2013},
	keywords = {Kaiako., Maori (New Zealand people) Education., Mātauranga., Ngā Whanaketanga Rumaki Māori (Program) Evaluation., Teachers In-service training New Zealand Evaluation.},
}

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.

@book{may_indigenous_2013,
	title = {Indigenous immersion education: {International} developments},
	volume = {1},
	url = {http://www.jbe-platform.com/content/journals/10.1075/jicb.1.1.03may},
	number = {1},
	author = {May, Stephen},
	year = {2013},
}

@article{paskus_more_2013,
	title = {More than {Words}, {A} {Way} of {Life}: {Language} {Restoration} {Programs} {Reach} beyond {Tribal} {Colleges} and {Universities}},
	volume = {24},
	issn = {1052-5505},
	shorttitle = {More than {Words}, {A} {Way} of {Life}},
	abstract = {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.},
	language = {eng},
	number = {4},
	journal = {Tribal College Journal of American Indian Higher Education},
	author = {Paskus, Laura},
	year = {2013},
	keywords = {American Indian Languages, Cultural Maintenance, Heritage Education, Immersion Programs, Language Maintenance, Language Skill Attrition, Native Language Instruction, Program Descriptions, Tribally Controlled Education, Tribes},
}

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.

@book{nicola_bright_author_ka_2013,
	address = {Wellington, New Zealand},
	title = {Ka whanau mai te reo : honouring whānau, upholding reo {Maori}},
	isbn = {978-1-927231-04-3},
	shorttitle = {Ka whanau mai te reo},
	abstract = {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.},
	language = {eng;mao},
	publisher = {Te Wāhanga, NZCER},
	author = {{Nicola Bright author}},
	year = {2013},
	keywords = {Maori (New Zealand people) Education New Zealand., Maori language Acquisition., Maori language Revival., Maori language Study and teaching Immersion method., Mātauranga., Reo Māori., Whānau.},
}

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.

@article{noauthor_taking_2013,
	title = {Taking it to the people is educator's mission; {Te} {Reo} o {Taranaki} {Provider} of the {Year}},
	issn = {1176-7596},
	abstract = {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...},
	language = {eng},
	journal = {Taranaki Daily News},
	year = {2013},
	keywords = {Community, Health Facilities, Language},
	pages = {4},
}

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...

@phdthesis{cowell_he_2013,
	type = {Thesis},
	title = {He riri tā te tawa uho, he riri tā te tawa para},
	url = {http://aut.researchgateway.ac.nz/handle/10292/5516},
	abstract = {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).},
	language = {en},
	urldate = {2016-06-29},
	school = {Auckland University of Technology},
	author = {Cowell, Jamie Te-Huia},
	year = {2013},
}

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).

@article{williams_ko_2013,
	title = {Ko {Aotearoa} {Tenei} : {Law} and {Policy} {Affecting} {Maori} {Culture} and {Identity}},
	volume = {20},
	issn = {0940-7391},
	shorttitle = {Ko {Aotearoa} {Tenei}},
	doi = {10.1017/S0940739113000143},
	abstract = {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.},
	number = {3},
	author = {Williams, David V.},
	year = {2013},
	pages = {311--331},
}

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.

@book{johansson_decolonizing_2013,
	title = {Decolonizing methodologies: research and indigenous peoples},
	shorttitle = {Decolonizing methodologies},
	publisher = {Taylor \& Francis Group},
	author = {Johansson, Sara},
	year = {2013},
}

@article{lourie_muddle_2013,
	title = {Muddle in the mainstream: {Maori} language education policy in mainstream schools},
	volume = {48},
	issn = {0028-8276},
	shorttitle = {Muddle in the mainstream},
	abstract = {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 ]},
	language = {eng},
	number = {1},
	journal = {New Zealand Journal of Educational Studies},
	author = {Lourie, Megan},
	year = {2013},
	keywords = {Aotearoa New Zealand, Education, Education Policy, Ethnicity, Language Policy, National Identity, Pedagogy, Students},
	pages = {6--18},
}

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 ]

@article{dyall_engagement_2013,
	title = {Engagement and recruitment of {Māori} and non-{Māori} people of advanced age to {LiLACS} {NZ}},
	volume = {37},
	url = {http://onlinelibrary.wiley.com/doi/10.1111/1753-6405.12029/full},
	number = {2},
	urldate = {2015-12-21},
	journal = {Australian and New Zealand journal of public health},
	author = {Dyall, Lorna and Kepa, Mere and Hayman, Karen and Teh, Ruth and Moyes, Simon and Broad, Joanna B. and Kerse, Ngaire},
	year = {2013},
	pages = {124--131},
}

@article{mato_indigenous_2013,
	title = {Indigenous {Tweeting} for {Language} {Survival}: {The} {Māori}-{Language} {Profile}},
	shorttitle = {Indigenous {Tweeting} for {Language} {Survival}},
	url = {http://infonomics-society.org/IJTIE/Indigenous%20Tweeting%20for%20Language%20Survival.pdf},
	abstract = {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.},
	urldate = {2015-11-30},
	author = {Mato, Paora and Keegan, Te Taka},
	year = {2013},
}

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.

@techreport{te_runanga_o_toa_rangatira_inc_kia_2013,
	title = {Kia toa te reo o {Ngāti} {Toa}, kia rangatira ai a {Ngāti} {Toa}. {Te} {Māhere} {Reo} {Māori} o {Ngāti} {Toa} {Rangatira}},
	author = {{Te Rūnanga o Toa Rangatira Inc}},
	year = {2013},
}

@article{ofahengaue_vakalahi_generations_2013,
	title = {Generations {Linked}: {A} {Case} {Example} of {Māori} {Grandparents}},
	volume = {16},
	issn = {1052-2158},
	shorttitle = {Generations {Linked}},
	url = {http://www.tandfonline.com/doi/abs/10.1080/10522158.2013.794377},
	doi = {10.1080/10522158.2013.794377},
	abstract = {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.},
	number = {4},
	journal = {Journal of Family Social Work},
	author = {Ofahengaue Vakalahi, Halaevaluf and Taiapa, Juliat T.},
	year = {2013},
	keywords = {Cultural Transmission, Intergenerational Relationships, Māori Grandparents},
	pages = {332--347},
}

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.

@article{ngapo_mainstreaming_2013,
	title = {"{Mainstreaming}" {Te} {Reo} {Maori}: {Beyond} {Indifference} and {Tokenism} in the {Classroom}},
	volume = {14},
	issn = {1175-9232},
	shorttitle = {"{Mainstreaming}" {Te} {Reo} {Maori}},
	url = {http://eric.ed.gov/?id=EJ1011401},
	abstract = {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.)},
	language = {en},
	number = {1},
	urldate = {2015-12-22},
	journal = {Kairaranga},
	author = {Ngapo, Koro},
	year = {2013},
	keywords = {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},
	pages = {3--10},
}

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.)

@phdthesis{tahi-rangihau_moteatea_2013,
	title = {Mōteatea {Kau} te {Ngākau}. {He} aha ia nei i tuā atu i ngā kupu, i te rangi o te waiata?},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/7937},
	abstract = {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.},
	author = {Tahi-Rangihau, Te Hauāuru Raeleen},
	year = {2013},
}

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.

@phdthesis{bailey_kei_2013,
	type = {Thesis},
	title = {Kei moenga - tārā i te ārero. {Lest} it be severed from the tongue},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/7903},
	abstract = {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.},
	language = {Te Reo Māori},
	urldate = {2016-07-20},
	school = {University of Waikato},
	author = {Bailey, Iraia},
	year = {2013},
	keywords = {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},
}

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.

@book{haf_gruffydd_jones_social_2013,
	address = {Bristol ; Buffalo},
	series = {Multilingual {Matters}},
	title = {Social media and minority languages convergence and the creative industries},
	isbn = {978-1-84769-905-3},
	abstract = {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.},
	language = {eng},
	publisher = {Multilingual Matters},
	author = {Haf Gruffydd Jones, Elin and Uribe-Jongbloed, Enrique and {Ebooks Corporation}},
	year = {2013},
	keywords = {Electronic books., Linguistic minorities., Minorities in mass media., Minorities in the mass media industry., Social media., Web 2.0 Social aspects.},
}

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.

@book{mari_c._jones_editor_of_compilation_keeping_2013,
	address = {Cambridge, UK},
	title = {Keeping languages alive : documentation, pedagogy and revitalization},
	isbn = {978-1-107-02906-4},
	shorttitle = {Keeping languages alive},
	abstract = {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.},
	language = {eng},
	publisher = {Cambridge University Press},
	author = {{Mari C. Jones editor of compilation} and {Sarah Ogilvie editor of compilation}},
	year = {2013},
	keywords = {Anthropological linguistics., Endangered languages., Language maintenance., Language obsolescence., Typology (Linguistics)},
}

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.

@book{new_zealand._waitangi_tribunal_author_matua_2013,
	title = {Matua rautia : the report on the kōhanga reo claim},
	shorttitle = {Matua rautia},
	abstract = {"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.},
	language = {eng},
	publisher = {Legislation Direct},
	author = {{New Zealand. Waitangi Tribunal author}},
	year = {2013},
	keywords = {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)},
}

"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.

@book{hokowhitu_fourth_2013,
	address = {Minneapolis},
	series = {Indigenous {Americas}},
	title = {The fourth eye : {Maori} media in {Aotearoa} {New} {Zealand}},
	isbn = {978-1-4529-4174-5},
	shorttitle = {The fourth eye},
	abstract = {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.},
	language = {eng},
	publisher = {University of Minnesota Press},
	author = {Hokowhitu, Brendan},
	year = {2013},
	keywords = {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.},
}

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.

@phdthesis{hond_matua_2013,
	title = {Matua te {Reo}, {Matua} te {Tangata}. {Speaker} {Community}: visions, approaches, outcomes},
	url = {http://mro.massey.ac.nz/xmlui/bitstream/handle/10179/5439/02_whole.pdf?sequence=2&isAllowed=y},
	abstract = {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.},
	school = {Massey University},
	author = {Hond, Ruakere},
	year = {2013},
}

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.

@techreport{bright_ka_2013,
	title = {Ka whānau mai te reo. {Honouring} {Whānau} {Upholding} {Reo} {Māori}},
	url = {http://www.nzcer.org.nz/system/files/Whanau%20mai%20te%20reo%20.Web_.pdf},
	abstract = {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},
	author = {Bright, Nicola and Barnes, Alex and Hutchings, Jessica},
	year = {2013},
	keywords = {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},
}

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

@book{new_zealand._ministry_of_education_tau_2013,
	address = {Wellington},
	title = {Tau mai te reo = {The} {Māori} language in education strategy 2013-2017.},
	isbn = {978-0-478-40684-9},
	abstract = {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.},
	language = {eng},
	publisher = {Ministry of Education},
	author = {New Zealand. Ministry of Education, author},
	year = {2013},
	keywords = {Maori language Government policy New Zealand., Maori language Study and teaching., Matareo., Reo Māori.},
}

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.

@article{castello_agent-based_2013,
	title = {Agent-based models of language competition: {Macroscopic} descriptions and {Order}-{Disorder} transitions},
	volume = {2013},
	issn = {0165-2516},
	url = {http://ifisc.uib-csic.es/ federico/myarticles/language.pdf},
	doi = {10.1515/ijsl-2013-0022},
	abstract = {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.},
	number = {221},
	journal = {International Journal of the Sociology of Language},
	author = {Castelló, Xavier and Loureiro-Porto, Lucía and San Miguel, Maxi},
	year = {2013},
	keywords = {Agent-Based Models, Complex Social Networks, Language Loyalty, Language Shift And Revitalization, Prestige},
	pages = {21--51},
}

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.

@article{mcmurchy-pilkington_we_2013,
	title = {‘{We} are family’: {Māori} success in foundation programmes},
	volume = {32},
	issn = {0729-4360},
	shorttitle = {‘{We} are family’},
	doi = {10.1080/07294360.2011.643294},
	abstract = {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.},
	number = {3},
	journal = {Higher Education Research \& Development},
	author = {Mcmurchy-Pilkington, Colleen},
	year = {2013},
	keywords = {Indigenous Education, Māori Education, Student Experience, Student Learning, Teaching Practice, Whānau},
	pages = {436--449},
}

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.

@phdthesis{ahu_te_2013,
	title = {Te {Reo} {Maori} as a {Language} of {New} {Zealand} {Law}: {The} {Attainment} of {Civic} {Status}},
	shorttitle = {Te {Reo} {Maori} as a {Language} of {New} {Zealand} {Law}},
	url = {http://hdl.handle.net/10063/2811},
	abstract = {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.},
	language = {en\_NZ},
	urldate = {2016-07-17},
	school = {Victoria University of Wellington},
	author = {Ahu, Tai},
	year = {2013},
	keywords = {Civic language, Law, Legislative drafting, Minority language rights, Statutory interpretation, Te reo Maori},
}

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.

@phdthesis{cowell_he_2013,
	type = {Masters of {Arts}},
	title = {He riri tā te tawa uho, he riri tā te tawa para},
	url = {http://aut.researchgateway.ac.nz/handle/10292/5516},
	abstract = {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).},
	language = {en},
	urldate = {2016-07-27},
	school = {Auckland University of Technology},
	author = {Cowell, Jamie Te-Huia},
	year = {2013},
	keywords = {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},
}

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).

@article{ratima_te_2013,
	title = {Te {Rita} {Papesch}: case study of an exemplary learner of {Māori} as an additional language},
	volume = {17},
	issn = {1367-0050},
	url = {http://www.tandfonline.com/doi/abs/10.1080/13670050.2013.806431},
	doi = {10.1080/13670050.2013.806431},
	number = {4},
	journal = {International Journal of Bilingual Education and Bilingualism},
	author = {Rātima, Matiu Tai and Papesch, Te Rita},
	month = jul,
	year = {2013},
	pages = {379--393},
}

@phdthesis{timms_indigenous_2013,
	title = {Indigenous language revitalisation in {Aotearoa} {New} {Zealand} \& {Alba} {Scotland}},
	url = {http://otago.ourarchive.ac.nz/handle/10523/3851},
	abstract = {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.},
	author = {Timms, Catriona Elizabeth and Timms-Dean, Kate},
	year = {2013},
}

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.

@techreport{kokiri_developing_2013,
	address = {Wellington},
	type = {Invitation to comment},
	title = {Developing a {New} {Māori} {Language} {Strategy}},
	url = {http://www.tetaurawhiri.govt.nz/assets/MLS-documents/Developing-a-new-Maori-language-strategy-discussion-document.pdf},
	abstract = {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.},
	author = {Kōkiri, Te Puni},
	year = {2013},
}

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.

@techreport{mcpake_gaelic_2013,
	title = {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.},
	url = {http://www.research.ed.ac.uk/portal/files/14835282/Gaelic_for_Teachers.pdf},
	abstract = {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.},
	number = {June},
	author = {McPake, Joanna and Mcleod, Wilson and Wilson, Mona and Fassetta, Giovanna},
	year = {2013},
	pages = {5 -- 56},
}

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.

@book{higgins_right-shifting_2013,
	title = {Right-{Shifting} {A} {Nation} to {Empower} an {Indigenous} {Language} in {Aotearoa}/{New} {Zealand}},
	isbn = {978-618-5065-10-2},
	url = {http://www.atiner.gr/abstracts/2013ABST-LNG.pdf#page=35},
	abstract = {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.},
	number = {July},
	author = {Higgins, Rawinia and Rewi, Poia},
	year = {2013},
}

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.

@inproceedings{simons_worlds_2013,
	title = {The world's languages in crisis: {A} 20-year update},
	url = {http://www-01.sil.org/ simonsg/preprint/Wisconsin Symposium.pdf},
	abstract = {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.},
	booktitle = {26th {Linguistics} {Symposium}: {Language} {Death}, {Endangerment}, {Documentation}, and {Revitalization} {University} of {Wisconsin}, {Milwaukee}, 20–22 {October} 2011},
	author = {Simons, Gary F and Lewis, Paul},
	year = {2013},
	pages = {20--22},
}

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.

@phdthesis{bailey_kei_2013,
	type = {Masters of {Arts}},
	title = {Kei {Moenga} - {Tārā} i te ārero. {Lest} it be severed from the tongue},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/7903},
	abstract = {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.},
	language = {Te Reo Māori},
	school = {The University of Waikato},
	author = {Bailey, Iraia},
	year = {2013},
}

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.

@techreport{ministry_of_education_tau_2013,
	title = {{TAU} {MAI} {TE} {REO}: {The} {Māori} {Language} in {Education} {Strategy} 2013-2017},
	abstract = {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.},
	author = {{Ministry of Education}},
	year = {2013},
	pages = {1--39},
}

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.

@article{tocker_hei_2012,
	title = {Hei oranga {Māori} i te ao hurihuri nei : living as {Māori} in the world today - an outcome of kura kaupapa {Māori}},
	issn = {2230-6862},
	shorttitle = {Hei oranga {Māori} i te ao hurihuri nei},
	abstract = {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.},
	language = {eng},
	author = {Tocker, Kimai},
	year = {2012},
	keywords = {Biculturalism, Immersion Method (Language Teaching), Kura Kaupapa Māori, Māori (New Zealand People) – Education, Māori (New Zealand People) – Ethnic Identity},
}

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.

@article{spolsky_family_2012,
	title = {Family language policy – the critical domain},
	volume = {33},
	copyright = {Downloading this article incurs a charge from the publisher},
	issn = {0143-4632},
	url = {http://www.tandfonline.com/doi/abs/10.1080/01434632.2011.638072},
	doi = {10.1080/01434632.2011.638072},
	number = {1},
	journal = {Journal of Multilingual and Multicultural Development},
	author = {Spolsky, Bernard},
	month = feb,
	year = {2012},
	pages = {3--11},
}

@article{liddicoat_language_2012,
	title = {Language planning and religion},
	volume = {13},
	issn = {1466-4208},
	url = {https://www.researchgate.net/publication/254252173_Language_planning_and_religion},
	doi = {10.1080/14664208.2012.678805},
	number = {2},
	journal = {Current Issues in Language Planning},
	author = {Liddicoat, Anthony J.},
	month = may,
	year = {2012},
	keywords = {Language Planning, Religious belief},
	pages = {73--75},
}

@article{o&apos_igniting_2012,
	title = {Igniting the spark : how to achieve collective ownership of a tribal language revitalisation strategy},
	issn = {1178-6035},
	shorttitle = {Igniting the spark},
	abstract = {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.},
	language = {eng},
	author = {{O\&Apos} and Regan, Hana},
	year = {2012},
	keywords = {Kāi Tahu (New Zealand People), Language Acquisition – Social Aspects, Language Maintenance, Māori (New Zealand People) – Language},
}

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.

@phdthesis{pohe_whakawhanaungatanga_2012,
	title = {Whakawhanaungatanga {A}-{Reo}: {An} {Indigenous} {Grounded} {Theory} for the {Revitalization} of {Māori} {Language} {Speech} {Communities}},
	shorttitle = {Whakawhanaungatanga {A}-{Reo}},
	url = {http://researcharchive.vuw.ac.nz/xmlui/handle/10063/2561},
	abstract = {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.},
	language = {en\_NZ},
	urldate = {2016-07-17},
	school = {Victoria University of Wellington},
	author = {Pohe, Ewan James},
	year = {2012},
	keywords = {Intergenerational language transmission, Language acquisition, Māori language community},
}

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.

@inproceedings{olsen-reeder_te_2012,
	title = {Te {Kōhanga} reo and {Te} {Ataarangi}},
	isbn = {978-0-9864622-4-5},
	booktitle = {International {Indigenous} {Development} {Research} {Conference} 2012},
	author = {Olsen-Reeder, Vincent and Higgins, Rawinia},
	year = {2012},
	keywords = {Ataarangi, Kōhanga Reo, Māori Language, language community, language immersion},
}

@book{rangi._matamua_evaluation_2012,
	address = {Wellington, NZ},
	title = {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}},
	isbn = {978-0-478-38670-7},
	shorttitle = {Evaluation of {Whakapiki} i te {Reo} a professional development programme for kaiako in {Level} 1 and {Level} 2 {Māori} medium settings},
	abstract = {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.},
	language = {eng},
	publisher = {Ministry of Education},
	author = {{Rangi. Matamua}},
	year = {2012},
	keywords = {Kaiako., Maori language Study and teaching., Mātauranga., Reo Māori., Teachers In-service training New Zealand Evaluation., Whakapiki i te Reo (Program) Evaluation.},
}

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.

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

@article{ka&apos_empowering_2012,
	title = {Empowering voices, transforming communities},
	volume = {5},
	issn = {1178-6035},
	url = {1178 - 6035},
	abstract = {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.},
	language = {eng},
	number = {1},
	urldate = {2016-02-08},
	journal = {Te Kaharoa},
	author = {{Ka\&Apos} and Ai, Tania},
	year = {2012},
	keywords = {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},
	pages = {12},
}

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.

@article{hayes_kaupapa_2012,
	title = {Kaupapa {Māori} in {New} {Zealand} {Public} {Libraries}},
	url = {http://researcharchive.vuw.ac.nz/handle/10063/2621},
	abstract = {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.},
	language = {en\_NZ},
	urldate = {2015-12-17},
	author = {Hayes, Luqman},
	year = {2012},
}

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.

@book{henare_-_solomona_whakaaro_2012,
	title = {Whakaaro {Rua} - two ways of knowing : understanding how identity and culture changes when {Maori} migrate across the {Tasman} to live in {Australia}},
	shorttitle = {Whakaaro {Rua} - two ways of knowing},
	url = {http://researchdirect.westernsydney.edu.au/islandora/object/uws:14365},
	abstract = {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.},
	language = {eng},
	publisher = {University of Western Sydney},
	author = {Henare - Solomona, Roseanna},
	year = {2012},
	keywords = {Aotearoa, Australia, Autoethnography, Culture, Emigration And Immigration, Identity, Immigrants, Maori (New Zealand people), New Zealand, Whanau},
}

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.

@article{noauthor_beyond_2012,
	title = {Beyond legitimation: {A} tribal response to {Maori} {Education} in {Aotearoa} {New} {Zealand}},
	volume = {41},
	copyright = {Access incurs a cost},
	issn = {1326-0111},
	shorttitle = {Beyond legitimation},
	url = {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},
	abstract = {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.},
	number = {2},
	journal = {Australian Journal of Indigenous Education, The},
	year = {2012},
	keywords = {Education And State, Maori (New Zealand people)–Education, Maori (New Zealand people)–Social life and customs, Teacher-Student Relationships},
	pages = {146--155},
}

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.

@phdthesis{te_maiharoa_ka_2012,
	title = {Kā {Puananī} o {Te} {Reo} as an {Effective} {Means} of {Te} {Reo} {Me} Ōna {Tikanga} {Enrichment} from the {Perspective} of {Tamariki} and {Whānau}},
	url = {https://otago.ourarchive.ac.nz/handle/10523/2420},
	abstract = {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.},
	urldate = {2016-01-12},
	school = {University of Otago},
	author = {Te Maiharoa, Kelli},
	year = {2012},
}

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.

@article{zamyatin_language_2012,
	title = {From {Language} {Revival} to {Language} {Removal}? {The} {Teaching} of {Titular} {Languages} in the {National} {Republics} of {Post}- {Soviet} {Russia}},
	volume = {11},
	url = {http://www.ecmi.de/fileadmin/downloads/publications/JEMIE/2012/Vol_2_Dezember_2012/5._JEMIE_Zamyatin.pdf},
	abstract = {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},
	number = {2},
	journal = {Journal on Ethnopolitics and Minority Issues in Europe},
	author = {Zamyatin, Konstantin},
	year = {2012},
	keywords = {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},
	pages = {75--102},
}

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

@article{rata_theoretical_2012,
	title = {Theoretical {Claims} and {Empirical} {Evidence} in {Maori} {Education} {Discourse}},
	volume = {44},
	issn = {0013-1857},
	url = {http://www.tandfonline.com/doi/abs/10.1111/j.1469-5812.2011.00755.x},
	doi = {10.1111/j.1469-5812.2011.00755.x},
	number = {10},
	journal = {Educational Philosophy and Theory},
	author = {Rata, Elizabeth},
	month = jan,
	year = {2012},
	keywords = {critical sociology of education, empirical research, indigenous educa-, maori education, social realism, tion, voice discourse},
	pages = {1060--1072},
}

@article{hoskins_language_2012,
	title = {Language and community : building collaboration in revitalisation work - collaborative reclamation of language domains},
	issn = {1178-6035},
	shorttitle = {Language and community},
	abstract = {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.},
	language = {eng},
	author = {Hoskins, Hemi},
	year = {2012},
	keywords = {Language And Languages – Study And Teaching – Methodology, Language Maintenance, Māori (New Zealand People) – Language},
}

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.

@book{fel_conference_language_2012,
	address = {Auckland NZ},
	title = {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}},
	shorttitle = {Language endangerment in the 21st century},
	abstract = {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.},
	language = {eng},
	publisher = {Te Ipukarea, AUT University ; Bath, England},
	author = {{FEL Conference}},
	year = {2012},
	keywords = {Endangered languages Congresses., Language maintenance Technological innovations Congresses., Language revival Social aspects Congresses., Maori language Congresses., Reo Māori .},
}

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.

@article{bakalis_modeling_2012,
	title = {Modeling language evolution: {Aromanian}, an endangered language in {Greece}},
	volume = {391},
	url = {http://www.sciencedirect.com/science/article/pii/S0378437112004049},
	abstract = {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.},
	number = {20},
	urldate = {2016-07-20},
	author = {Bakalis, Evangelos and Galani, Alexandra},
	year = {2012},
	keywords = {Dynamical systems, Language Endangerment, Social-economic systems, language competition},
	pages = {4963--4969},
}

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.

@phdthesis{isaac-sharland_ora_2012,
	address = {Palmerston North, New Zealand},
	type = {Masters of {Arts}},
	title = {Ora ai te {Mana} o te {Whānau}, inā kōrero {Māori}?: {What} is the {Link} {Between} {Te} {Reo} {Māori} and {Mana} {Whānau} or {Whānau} {Empowerment}?},
	url = {http://mro.massey.ac.nz/handle/10179/5026},
	abstract = {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.},
	urldate = {2016-07-29},
	school = {Massey University},
	author = {Isaac-Sharland, W},
	year = {2012},
	keywords = {Immersion Programs, Language And Culture, Marae, Wellbeing},
}

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.

@article{kheiriddin_bilingualism_2012,
	title = {Bilingualism carries benefits beyond cost},
	issn = {1486-8008},
	url = {http://news.nationalpost.com/full-comment/tasha-kheiriddin-bilingualism-carries-benefits-beyond-cost},
	abstract = {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.},
	language = {eng},
	journal = {National Post},
	author = {Kheiriddin, Tasha},
	year = {2012},
	keywords = {Bilingual Education, Bilingualism, Chinese Languages},
	pages = {A.12},
}

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.

@book{tai_ahu_author_te_2012,
	title = {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}]},
	shorttitle = {Te reo {Maori} as a language of {New} {Zealand} law},
	abstract = {\$\$C series\_note\$\$V Theses. Law. LL.M. (Victoria University of Wellington)},
	language = {eng;mao},
	publisher = {Thesis LLM–Victoria University of Wellington},
	author = {{Tai Ahu author}},
	year = {2012},
	keywords = {Language policy New Zealand., Law Language., Linguistic minorities Legal status, Maori language Legal status, New Zealand. Waitangi Tribunal, Reo Māori., etc., laws},
}

$$C series_note$$V Theses. Law. LL.M. (Victoria University of Wellington)

@article{hornberger_not_2012,
	title = {Not {Just} {Situaciones} de la {Vida} : {Professionalization} and {Indigenous} {Language} {Revitalization} in the {Andes}},
	volume = {6},
	issn = {1931-3152},
	url = {http://www.tandfonline.com/doi/abs/10.1080/19313152.2012.639281},
	doi = {10.1080/19313152.2012.639281},
	number = {1},
	journal = {International Multilingual Research Journal},
	author = {Hornberger, Nancy H. and Swinehart, Karl F.},
	month = jan,
	year = {2012},
	pages = {35--49},
}

@article{brown_restoring_2012,
	title = {Restoring {Te} {Reo} {Maori} {Means} {Listening} to {Our} {Youth}},
	volume = {45},
	url = {http://search.proquest.com/openview/c86d24f67f76b4bbbca6c17da6c13381/1?pq-origsite=gscholar},
	abstract = {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).},
	number = {3},
	urldate = {2016-02-05},
	journal = {New Zealand Physical Educator},
	author = {Brown, Harko},
	year = {2012},
	pages = {23},
}

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).

@techreport{independent_maori_statutory_board_maori_2012,
	title = {The {Māori} {Plan} for {Tāmaki} {Makaurau}},
	url = {http://www.aucklandcouncil.govt.nz/EN/planspoliciesprojects/plansstrategies/unitaryplan/Documents/Section32report/Appendices/Appendix%203.16.4.pdf},
	abstract = {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},
	urldate = {2016-07-17},
	author = {{Independent Māori Statutory Board}},
	year = {2012},
	pages = {35},
}

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

@phdthesis{tangaere_te_2012,
	title = {Te {Hokinga} ki te Ūkaipō. {A} socio-cultural construction of {Māori} language development: {Kōhanga} {Reo} and home},
	url = {https://researchspace.auckland.ac.nz/handle/2292/13392},
	abstract = {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.},
	author = {Tangaere, Arapera Royal},
	year = {2012},
	keywords = {Day care centres, Kohanga reo, Language acquisition, Maori, Maori language, Preschool Education, Tikanga Maori, Whanau, Whanaungatanga},
}

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.

@phdthesis{maclean_he_2012,
	address = {Auckland, NZ},
	type = {Masters of {Arts}},
	title = {He rāngai mamao he iti pioke {Te} {Mauri} o {Pūheke}},
	shorttitle = {He rāngai maomao, he iti pioke},
	url = {http://aut.researchgateway.ac.nz/handle/10292/4716},
	abstract = {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.},
	language = {eng},
	school = {Auckland University of Technology},
	author = {Maclean, Joseph Hēnare},
	year = {2012},
	keywords = {Māori Language, Ngāti Kahu, Patukoraha, Te Whānau Moana, language revitalization, language strategy, te reo Māori},
}

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.

@article{stephens_language_2012,
	title = {A language for buying biscuits? {Maori} as a civic language in the modern {New} {Zealand} {Parliament}},
	volume = {16},
	issn = {1835-0186},
	shorttitle = {A language for buying biscuits?},
	url = {http://search.informit.com.au/documentSummary;dn=615989952839710;res=IELIND},
	abstract = {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.},
	language = {English},
	number = {2},
	journal = {Australian Indigenous Law Review},
	author = {Stephens, Mamari and Monk, Phoebe},
	year = {2012},
	keywords = {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},
	pages = {70--80},
}

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.

@book{marshall_she_2012,
	title = {"{She} says that {I}'m good at reading": {A} {Case} {Study} of {Engaged} {Māori} {Beginning} {Readers}},
	shorttitle = {"{She} says that {I}'m good at reading"},
	url = {http://researcharchive.vuw.ac.nz/xmlui/handle/10063/2318},
	abstract = {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.},
	language = {en\_NZ},
	publisher = {Victoria University of Wellington},
	author = {Marshall, Mary Ann Meri Arthur},
	year = {2012},
	keywords = {Education, Literacy, Maori},
}

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.

@article{lee_mehemea_2012,
	title = {Mehemea ka moemoea tatou, ka taea e tatou},
	issn = {0110-6376},
	abstract = {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.},
	language = {English},
	number = {2},
	journal = {Set: Research Information for Teachers (Wellington)},
	author = {Lee, Jenny Bol Jun},
	year = {2012},
	keywords = {61, 8NEWZ, Curriculum development–Practice, Curriculum development–Social aspects, Educational Services, Education–New Zealand, Education–Practice, Maoris–Education, New Zealand, Teachers–Practice},
	pages = {37},
}

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.

@article{hermes_designing_2012,
	title = {Designing {Indigenous} {Language} {Revitalization}},
	volume = {82},
	issn = {0017-8055},
	url = {https://www.researchgate.net/publication/259400684_Designing_Indigenous_Language_Revitalization},
	abstract = {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.},
	number = {3},
	journal = {Harvard Educational Review},
	author = {Hermes, Mary and Bang, Megan and Marin, Amanda},
	year = {2012},
	pmid = {1082048613},
	pages = {381--403},
}

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.

@article{howe_he_2012,
	title = {He {Kākano} - making a difference for {Māori} learners},
	issn = {1174-8818},
	abstract = {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.},
	language = {eng},
	author = {Howe, Paora},
	year = {2012},
	keywords = {Cultural Competence, Educational Leadership, Māori (New Zealand People) – Education},
}

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.

@article{murray_development_2012,
	title = {Development of a {Māori} {Language} {Version} of the {New} {Zealand} {Hearing} {Screening} {Test}},
	copyright = {Copyright Christa Jane Murray},
	url = {http://ir.canterbury.ac.nz:80/handle/10092/7132},
	abstract = {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.},
	language = {en},
	urldate = {2015-12-16},
	author = {Murray, Christa Jane},
	year = {2012},
}

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.

@article{hohepa_nga_2012,
	title = {Ngā {Whanaketanga} : minimising contradictions and maximising opportunities for teacher learning},
	issn = {1173-6135},
	shorttitle = {Ngā {Whanaketanga}},
	abstract = {Overviews the Whanaketanga, including its development and the challenges its creators faced. Discusses implications for Māori medium teacher professional learning and development.},
	language = {eng},
	author = {Hohepa, Margie Kahukura and Rau, Cath R.},
	year = {2012},
	keywords = {Education – Standards, Māori (New Zealand People) – Education, Teachers – Study And Teaching, Teachers – Training Of, Whanaketanga},
}

Overviews the Whanaketanga, including its development and the challenges its creators faced. Discusses implications for Māori medium teacher professional learning and development.

@article{maclean_he_2012,
	title = {He rāngai maomao, he iti pioke : te mauri o {Pūheke}},
	issn = {1178-6035},
	shorttitle = {He rāngai maomao, he iti pioke},
	abstract = {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.},
	language = {eng},
	author = {Maclean, Hohepa},
	year = {2012},
	keywords = {Language And Languages – Study And Teaching – Methodology, Language Maintenance, Language Policy, Māori (New Zealand People) – Language},
}

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.

@article{tocker_hei_2012,
	title = {Hei oranga {Māori} i te ao hurihuri nei : living as {Māori} in the world today - an outcome of kura kaupapa {Māori}},
	issn = {2230-6862},
	shorttitle = {Hei oranga {Māori} i te ao hurihuri nei},
	abstract = {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.},
	language = {eng},
	author = {Tocker, Kimai},
	year = {2012},
	keywords = {Biculturalism, Immersion Method (Language Teaching), Kura Kaupapa Māori, Māori (New Zealand People) – Education, Māori (New Zealand People) – Ethnic Identity},
}

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.

@article{spolsky_family_2012,
	title = {Family language policy – the critical domain},
	volume = {33},
	issn = {0143-4632},
	url = {http://www.tandfonline.com/doi/abs/10.1080/01434632.2011.638072},
	doi = {10.1080/01434632.2011.638072},
	number = {1},
	journal = {Journal of Multilingual and Multicultural Development},
	author = {Spolsky, Bernard},
	month = feb,
	year = {2012},
	pages = {3--11},
}

@article{liddicoat_language_2012,
	title = {Language planning and religion},
	volume = {13},
	issn = {1466-4208},
	url = {http://www.tandfonline.com/doi/abs/10.1080/14664208.2012.678805},
	doi = {10.1080/14664208.2012.678805},
	number = {2},
	journal = {Current Issues in Language Planning},
	author = {Liddicoat, Anthony J.},
	month = may,
	year = {2012},
	pages = {73--75},
}

@article{o&apos_igniting_2012,
	title = {Igniting the spark : how to achieve collective ownership of a tribal language revitalisation strategy},
	issn = {1178-6035},
	shorttitle = {Igniting the spark},
	abstract = {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.},
	language = {eng},
	author = {{O\&Apos} and Regan, Hana},
	year = {2012},
	keywords = {Kāi Tahu (New Zealand People), Language Acquisition – Social Aspects, Language Maintenance, Māori (New Zealand People) – Language},
}

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.

@phdthesis{pohe_whakawhanaungatanga_2012,
	title = {Whakawhanaungatanga {A}-{Reo}: {An} {Indigenous} {Grounded} {Theory} for the {Revitalization} of {Māori} {Language} {Speech} {Communities}},
	shorttitle = {Whakawhanaungatanga {A}-{Reo}},
	url = {http://researcharchive.vuw.ac.nz/xmlui/handle/10063/2561},
	abstract = {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.},
	language = {en\_NZ},
	urldate = {2016-07-17},
	school = {Victoria University of Wellington},
	author = {Pohe, Ewan James},
	year = {2012},
	keywords = {Intergenerational language transmission, Language acquisition, Māori language community},
}

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.

@inproceedings{olsen-reeder_te_2012,
	title = {Te {Kōhanga} reo and {Te} {Ataarangi}},
	isbn = {978-0-9864622-4-5},
	booktitle = {International {Indigenous} {Development} {Research} {Conference} 2012},
	author = {Olsen-Reeder, Vincent and Higgins, Rawinia},
	year = {2012},
	keywords = {Ataarangi, Kōhanga Reo, Māori Language, language community, language immersion},
}

@book{rangi._matamua_evaluation_2012,
	address = {Wellington, NZ},
	title = {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}},
	isbn = {978-0-478-38670-7},
	shorttitle = {Evaluation of {Whakapiki} i te {Reo} a professional development programme for kaiako in {Level} 1 and {Level} 2 {Māori} medium settings},
	abstract = {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.},
	language = {eng},
	publisher = {Ministry of Education},
	author = {{Rangi. Matamua}},
	year = {2012},
	keywords = {Kaiako., Maori language Study and teaching., Mātauranga., Reo Māori., Teachers In-service training New Zealand Evaluation., Whakapiki i te Reo (Program) Evaluation.},
}

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.

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

@article{ka&apos_empowering_2012,
	title = {Empowering voices, transforming communities},
	issn = {1178-6035},
	abstract = {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.},
	language = {eng},
	author = {{Ka\&Apos} and Ai, Tania},
	year = {2012},
	keywords = {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},
}

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.

@article{hayes_kaupapa_2012,
	title = {Kaupapa {Māori} in {New} {Zealand} {Public} {Libraries}},
	url = {http://researcharchive.vuw.ac.nz/handle/10063/2621},
	abstract = {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.},
	language = {en\_NZ},
	urldate = {2015-12-17},
	author = {Hayes, Luqman},
	year = {2012},
}

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.

@book{henare_-_solomona_whakaaro_2012,
	title = {Whakaaro {Rua} - two ways of knowing : understanding how identity and culture changes when {Maori} migrate across the {Tasman} to live in {Australia}},
	shorttitle = {Whakaaro {Rua} - two ways of knowing},
	url = {http://researchdirect.westernsydney.edu.au/islandora/object/uws:14365},
	abstract = {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.},
	language = {eng},
	publisher = {University of Western Sydney},
	author = {Henare - Solomona, Roseanna},
	year = {2012},
	keywords = {Aotearoa, Australia, Autoethnography, Culture, Emigration And Immigration, Identity, Immigrants, Maori (New Zealand people), New Zealand, Whanau},
}

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.

@article{noauthor_beyond_2012,
	title = {Beyond legitimation: {A} tribal response to {Maori} {Education} in {Aotearoa} {New} {Zealand}},
	volume = {41},
	issn = {1326-0111},
	shorttitle = {Beyond legitimation},
	abstract = {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.},
	number = {2},
	journal = {Australian Journal of Indigenous Education, The},
	year = {2012},
	keywords = {Education And State, Maori (New Zealand people)–Education, Maori (New Zealand people)–Social life and customs, Teacher-Student Relationships},
	pages = {146--155},
}

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.

@phdthesis{te_maiharoa_ka_2012,
	title = {Kā {Puananī} o {Te} {Reo} as an {Effective} {Means} of {Te} {Reo} {Me} Ōna {Tikanga} {Enrichment} from the {Perspective} of {Tamariki} and {Whānau}},
	url = {https://otago.ourarchive.ac.nz/handle/10523/2420},
	abstract = {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.},
	urldate = {2016-01-12},
	school = {University of Otago},
	author = {Te Maiharoa, Kelli},
	year = {2012},
}

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.

@article{zamyatin_language_2012,
	title = {From {Language} {Revival} to {Language} {Removal}? {The} {Teaching} of {Titular} {Languages} in the {National} {Republics} of {Post}- {Soviet} {Russia}},
	volume = {11},
	url = {http://www.ecmi.de/fileadmin/downloads/publications/JEMIE/2012/Vol_2_Dezember_2012/5._JEMIE_Zamyatin.pdf},
	abstract = {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},
	number = {2},
	journal = {Journal on Ethnopolitics and Minority Issues in Europe},
	author = {Zamyatin, Konstantin},
	year = {2012},
	keywords = {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},
	pages = {75--102},
}

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

@article{rata_theoretical_2012,
	title = {Theoretical {Claims} and {Empirical} {Evidence} in {Maori} {Education} {Discourse}},
	volume = {44},
	issn = {0013-1857},
	url = {http://www.tandfonline.com/doi/abs/10.1111/j.1469-5812.2011.00755.x},
	doi = {10.1111/j.1469-5812.2011.00755.x},
	number = {10},
	journal = {Educational Philosophy and Theory},
	author = {Rata, Elizabeth},
	month = jan,
	year = {2012},
	keywords = {critical sociology of education, empirical research, indigenous educa-, maori education, social realism, tion, voice discourse},
	pages = {1060--1072},
}

@article{hoskins_language_2012,
	title = {Language and community : building collaboration in revitalisation work - collaborative reclamation of language domains},
	issn = {1178-6035},
	shorttitle = {Language and community},
	abstract = {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.},
	language = {eng},
	author = {Hoskins, Hemi},
	year = {2012},
	keywords = {Language And Languages – Study And Teaching – Methodology, Language Maintenance, Māori (New Zealand People) – Language},
}

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.

@book{fel_conference_language_2012,
	address = {Auckland NZ},
	title = {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}},
	shorttitle = {Language endangerment in the 21st century},
	abstract = {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.},
	language = {eng},
	publisher = {Te Ipukarea, AUT University ; Bath, England},
	author = {{FEL Conference}},
	year = {2012},
	keywords = {Endangered languages Congresses., Language maintenance Technological innovations Congresses., Language revival Social aspects Congresses., Maori language Congresses., Reo Māori .},
}

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.

@article{bakalis_modeling_2012,
	title = {Modeling language evolution: {Aromanian}, an endangered language in {Greece}},
	volume = {391},
	url = {http://www.sciencedirect.com/science/article/pii/S0378437112004049},
	abstract = {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.},
	number = {20},
	urldate = {2016-07-20},
	author = {Bakalis, Evangelos and Galani, Alexandra},
	year = {2012},
	keywords = {Dynamical systems, Language Endangerment, Social-economic systems, language competition},
	pages = {4963--4969},
}

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.

@phdthesis{isaac-sharland_ora_2012,
	address = {Palmerston North, New Zealand},
	type = {Masters of {Arts}},
	title = {Ora ai te {Mana} o te {Whānau}, inā kōrero {Māori}?: {What} is the {Link} {Between} {Te} {Reo} {Māori} and {Mana} {Whānau} or {Whānau} {Empowerment}?},
	url = {http://mro.massey.ac.nz/handle/10179/5026},
	abstract = {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.},
	urldate = {2016-07-29},
	school = {Massey University},
	author = {Isaac-Sharland, W},
	year = {2012},
	keywords = {Immersion Programs, Language And Culture, Marae, Wellbeing},
}

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.

@article{kheiriddin_bilingualism_2012,
	title = {Bilingualism carries benefits beyond cost},
	issn = {1486-8008},
	url = {http://news.nationalpost.com/full-comment/tasha-kheiriddin-bilingualism-carries-benefits-beyond-cost},
	abstract = {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.},
	language = {eng},
	journal = {National Post},
	author = {Kheiriddin, Tasha},
	year = {2012},
	keywords = {Bilingual Education, Bilingualism, Chinese Languages},
	pages = {A.12},
}

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.

@book{tai_ahu_author_te_2012,
	title = {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}]},
	shorttitle = {Te reo {Maori} as a language of {New} {Zealand} law},
	abstract = {\$\$C series\_note\$\$V Theses. Law. LL.M. (Victoria University of Wellington)},
	language = {eng;mao},
	publisher = {Thesis LLM–Victoria University of Wellington},
	author = {{Tai Ahu author}},
	year = {2012},
	keywords = {Language policy New Zealand., Law Language., Linguistic minorities Legal status, Maori language Legal status, New Zealand. Waitangi Tribunal, Reo Māori., etc., laws},
}

$$C series_note$$V Theses. Law. LL.M. (Victoria University of Wellington)

@article{hornberger_not_2012,
	title = {Not {Just} {Situaciones} de la {Vida} : {Professionalization} and {Indigenous} {Language} {Revitalization} in the {Andes}},
	volume = {6},
	issn = {1931-3152},
	url = {http://www.tandfonline.com/doi/abs/10.1080/19313152.2012.639281},
	doi = {10.1080/19313152.2012.639281},
	number = {1},
	journal = {International Multilingual Research Journal},
	author = {Hornberger, Nancy H. and Swinehart, Karl F.},
	month = jan,
	year = {2012},
	pages = {35--49},
}

@article{brown_restoring_2012,
	title = {Restoring {Te} {Reo} {Maori} {Means} {Listening} to {Our} {Youth}},
	volume = {45},
	url = {http://search.proquest.com/openview/c86d24f67f76b4bbbca6c17da6c13381/1?pq-origsite=gscholar},
	abstract = {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).},
	number = {3},
	urldate = {2016-02-05},
	journal = {New Zealand Physical Educator},
	author = {Brown, Harko},
	year = {2012},
	pages = {23},
}

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).

@phdthesis{tangaere_te_2012,
	title = {Te {Hokinga} ki te Ūkaipō. {A} socio-cultural construction of {Māori} language development: {Kōhanga} {Reo} and home},
	url = {https://researchspace.auckland.ac.nz/handle/2292/13392},
	abstract = {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.},
	author = {Tangaere, Arapera Royal},
	year = {2012},
	keywords = {Day care centres, Kohanga reo, Language acquisition, Maori, Maori language, Preschool Education, Tikanga Maori, Whanau, Whanaungatanga},
}

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.

@techreport{independent_maori_statutory_board_maori_2012,
	title = {The {Māori} {Plan} for {Tāmaki} {Makaurau}},
	url = {http://www.aucklandcouncil.govt.nz/EN/planspoliciesprojects/plansstrategies/unitaryplan/Documents/Section32report/Appendices/Appendix%203.16.4.pdf},
	abstract = {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},
	urldate = {2016-07-17},
	author = {{Independent Māori Statutory Board}},
	year = {2012},
	pages = {35},
}

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

@phdthesis{maclean_he_2012,
	title = {He rāngai mamao he iti pioke {Te} {Mauri} o {Pūheke}},
	author = {Maclean, Joseph Hēnare},
	year = {2012},
}

@article{stephens_language_2012,
	title = {A language for buying biscuits? {Maori} as a civic language in the modern {New} {Zealand} {Parliament}},
	volume = {16},
	issn = {1835-0186},
	shorttitle = {A language for buying biscuits?},
	url = {http://search.informit.com.au/documentSummary;dn=615989952839710;res=IELIND},
	abstract = {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.},
	language = {English},
	number = {2},
	journal = {Australian Indigenous Law Review},
	author = {Stephens, Mamari and Monk, Phoebe},
	year = {2012},
	keywords = {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},
	pages = {70--80},
}

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.

@book{marshall_she_2012,
	title = {"{She} says that {I}'m good at reading": {A} {Case} {Study} of {Engaged} {Māori} {Beginning} {Readers}},
	shorttitle = {"{She} says that {I}'m good at reading"},
	abstract = {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.},
	language = {en\_NZ},
	publisher = {Victoria University of Wellington},
	author = {Marshall, Mary Ann Meri Arthur},
	year = {2012},
	keywords = {Education, Literacy, Maori},
}

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.

@article{lee_mehemea_2012,
	title = {Mehemea ka moemoea tatou, ka taea e tatou},
	issn = {0110-6376},
	abstract = {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.},
	language = {English},
	number = {2},
	journal = {Set: Research Information for Teachers (Wellington)},
	author = {Lee, Jenny Bol Jun},
	year = {2012},
	keywords = {61, 8NEWZ, Curriculum development–Practice, Curriculum development–Social aspects, Educational Services, Education–New Zealand, Education–Practice, Maoris–Education, New Zealand, Teachers–Practice},
	pages = {37},
}

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.

@book{manaaki_whenua-landcare_research_new_zealand_ltd._diaspididae_2011,
	address = {Lincoln, N.Z. :},
	title = {Diaspididae ({Insecta}:{Hemiptera}:{Coccoidea})},
	isbn = {978-0-478-34726-5},
	shorttitle = {Diaspididae ({Insecta}},
	publisher = {Manaaki Whenua Press, Landcare Research,},
	author = {Manaaki Whenua-Landcare Research New Zealand Ltd., R. C. and {Henderson}},
	year = {2011},
}

@article{spiller_relational_2011,
	title = {Relational {Well}-{Being} and {Wealth}: {Maori} {Businesses} and an {Ethic} of {Care}},
	volume = {98},
	issn = {0167-4544},
	shorttitle = {Relational {Well}-{Being} and {Wealth}},
	url = {https://www.researchgate.net/publication/226747091_Relational_Well-Being_and_Wealth_Maori_Businesses_and_an_Ethic_of_Care},
	doi = {10.1007/s10551-010-0540-z},
	abstract = {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 ]},
	language = {eng},
	number = {1},
	journal = {Journal of Business Ethics},
	author = {Spiller, Chellie and Erakovic, Ljiljana and Henare, Manuka and Pio, Edwina},
	year = {2011},
	keywords = {1220, 2410, 9130, 9179, Asia \& the Pacific, Business Ethics, Experimental/Theoretical, Native Peoples, New Zealand, Social Responsibility, Social Trends \& Culture, Studies, Values},
	pages = {153--169},
}

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 ]

@incollection{hill_exploring_2011,
	title = {Exploring biliteracy in {Māori} medium educaton: {An} ethnographic perspective},
	url = {https://www.academia.edu/6756496/Exploring_biliteracy_in_Maori-medium_education_An_ethnographic_perspective?auto=download},
	abstract = {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.},
	booktitle = {Ethnography and {Language} policy},
	author = {Hill, Richard and May, Stephen},
	year = {2011},
	keywords = {Bilingualism, Biliteracy},
	pages = {161--184},
}

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.

@book{austin_cambridge_2011,
	title = {The {Cambridge} {Handbook} of {Endangered} {Languages}},
	isbn = {978-0-511-97598-1},
	url = {http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511975981},
	abstract = {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.},
	urldate = {2016-07-12},
	publisher = {Cambridge University Press},
	author = {Austin, Peter K. and Sallabank, Julia},
	year = {2011},
}

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.

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

Powerpoint presentation with background on Fisher's language gradient of speakers and David Crystals symptoms of language death.

@article{hynds_te_2011,
	title = {Te {Kotahitanga}: a case study of a repositioning approach to teacher professional development for culturally responsive pedagogies},
	volume = {39},
	issn = {1359-866X},
	shorttitle = {Te {Kotahitanga}},
	doi = {10.1080/1359866X.2011.614684},
	abstract = {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.},
	number = {4},
	journal = {Asia-Pacific Journal of Teacher Education},
	author = {Hynds, Anne and Sleeter, Christine and Hindle, Rawiri and Savage, Catherine and Penetito, Wally and Meyer, Luannah},
	year = {2011},
	keywords = {Culturally Responsive Pedagogy, Indigenous Students, Secondary Schools, Teacher professional development},
	pages = {339--351},
}

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.

@article{houkamau_maori_2011,
	title = {Maori {Cultural} {Efficacy} and {Subjective} {Wellbeing}: {A} {Psychological} {Model} and {Research} {Agenda}},
	volume = {103},
	issn = {0303-8300},
	shorttitle = {Maori {Cultural} {Efficacy} and {Subjective} {Wellbeing}},
	doi = {10.1007/s11205-010-9705-5},
	abstract = {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 ]},
	language = {eng},
	number = {3},
	journal = {Social Indicators Research},
	author = {Houkamau, Carla and Sibley, Chris},
	year = {2011},
	keywords = {1200, 9130, 9179, Asia \& the Pacific, Culture, Experimental/Theoretical, Native Peoples, New Zealand, Social Policy, Social Research, Studies},
	pages = {379--398},
}

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 ]

@incollection{austin_contents_2011,
	series = {Cambridge {Handbooks} in {Language} and {Linguistics}},
	title = {Contents},
	isbn = {978-0-511-97598-1},
	url = {http://dx.doi.org/10.1017/CBO9780511975981},
	booktitle = {The {Cambridge} {Handbook} of {Endangered} {Languages}},
	publisher = {Cambridge University Press},
	author = {Austin, Peter K. and Sallabank, Julia},
	year = {2011},
}

@article{mahuta_honouring_2011,
	title = {Honouring the voices of the ancestors - a personal view of the effect of {Māori} language immersion education in {Aotearoa}-{New} {Zealand}},
	issn = {1178-6035},
	abstract = {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.},
	language = {eng},
	author = {Mahuta, Dean Patariki Smeatham},
	year = {2011},
	keywords = {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},
}

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.

@book{skerrett_quality_2011,
	address = {Christchurch},
	title = {Quality in immersion-bilingual early years education for language acquistion final report},
	url = {http://www.education.canterbury.ac.nz/research_labs/maori/Quality_in_immersion.pdf},
	abstract = {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.},
	language = {eng},
	urldate = {2016-07-29},
	publisher = {University of Canterbury},
	author = {Skerrett, M.},
	year = {2011},
	keywords = {Bilingual Education, Bilingual New Zealand., Education, Language acquisition., Maori language Study and teaching (Preschool), Maori language Study and teaching Immersion method.},
}

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.

@book{tribunal_ko_2011,
	address = {Wellington, New Zealand},
	series = {Waitangi {Tribunal} report},
	title = {Ko {Aotearoa} {Tēnei}. {A} {Report} into {Claims} concerning {New} {Zealand} {Law} and {Policy} {Affecting} {Māori} {Culture} and {Identity} {WAI262}},
	isbn = {978-1-86956-300-4},
	url = {https://forms.justice.govt.nz/search/Documents/WT/wt_DOC_68356054/KoAotearoaTeneiTT1W.pdf},
	abstract = {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},
	author = {Tribunal, Waitangi and Direct, Legislation},
	year = {2011},
	note = {extra extra},
	keywords = {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},
}

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

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

@book{austin_cambridge_2011,
	title = {The {Cambridge} {Handbook} of {Endangered} {Languages}: {Contents}},
	isbn = {978-0-511-97598-1},
	shorttitle = {The {Cambridge} {Handbook} of {Endangered} {Languages}},
	urldate = {2016-09-14},
	author = {Austin, Peter K. and Sallabank, Julia},
	year = {2011},
}

@article{noauthor_te_2011,
	title = {Te manaakitanga i te whānau},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},
	abstract = {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.},
	language = {mao},
	journal = {He Muka},
	year = {2011},
	keywords = {Kāinga, Language Revival, Matareo, Māori (New Zealand People) – Language, Reo Māori, Whānau},
}

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.

@phdthesis{leoni_he_2011,
	type = {Thesis},
	title = {He manu hou ahau, he pī ka rere: {The} transition of {Māori} language immersion students to the {University} of {Otago}},
	shorttitle = {He manu hou ahau, he pī ka rere},
	url = {https://ourarchive.otago.ac.nz/handle/10523/5195},
	abstract = {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.},
	urldate = {2015-12-16},
	author = {Leoni, Gianna},
	year = {2011},
}

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.

@article{mcewan-fujita_language_2011,
	title = {Language revitalization discourses as metaculture: {Gaelic} in {Scotland} from the 18th to 20th centuries},
	volume = {31},
	issn = {02715309},
	url = {http://linkinghub.elsevier.com/retrieve/pii/S0271530910000571},
	doi = {10.1016/j.langcom.2010.12.001},
	number = {1},
	journal = {Language \& Communication},
	author = {McEwan-Fujita, Emily},
	month = jan,
	year = {2011},
	pages = {48--62},
}

@article{stephens_taonga_2011,
	title = {Taonga, rights and interests: some observations on {WAI} 262 and the framework of protections for the {Maori} language},
	volume = {42},
	issn = {1171-042X},
	shorttitle = {Taonga, rights and interests},
	url = {http://www.victoria.ac.nz/law/research/publications/about-nzacl/publications/special-issues/hors-serie-volume-xiii,-2011/Stephens.pdf},
	language = {English},
	number = {2},
	urldate = {2016-09-08},
	journal = {Victoria University of Wellington Law Review},
	author = {Stephens, Mamari},
	year = {2011},
	keywords = {1840, Maori language–Protection and preservation, New Zealand, New Zealand. Maori Language Act 1987, Treaty of Waitangi},
	pages = {241},
}

@article{de_bres_promoting_2011,
	title = {Promoting the {Māori} language to non-{Māori}: {Evaluating} the {New} {Zealand} government’s approach},
	volume = {10},
	shorttitle = {Promoting the {Māori} language to non-{Māori}},
	url = {http://link.springer.com/article/10.1007/s10993-011-9214-7},
	abstract = {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.},
	number = {4},
	urldate = {2015-12-01},
	journal = {Language Policy},
	author = {De Bres, Julia},
	year = {2011},
	pages = {361--376},
}

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.

@article{university_of_otago_supporting_2011,
	title = {Supporting te reo {Māori}},
	journal = {He Kitenga Māori. University of Otago Māori Research Highlights},
	author = {{University of Otago}},
	year = {2011},
}

@techreport{te_runanga_o_ngati_porou_ngati_2011,
	title = {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.},
	url = {http://www.ngatiporou.com/myfiles/Te_Reo_Strategy_Paper_for_TRNP_Board_of_Trustees_Consideration.pdf},
	abstract = {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},
	author = {{Te Rūnanga o Ngāti Porou}},
	year = {2011},
	pages = {1--18},
}

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

@phdthesis{ngapo_te_2011,
	title = {Te {Whare} {Tāhuhu} {Kōrero} o {Hauraki}. {Revitalising} '{Traditional}' {Māori} language of {Hauraki}},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/6411},
	abstract = {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”.},
	author = {Ngāpō, Korohere},
	year = {2011},
	keywords = {Dialects, Hauraki District, Iwi, Maori community, Maori language, Te reo Maori},
}

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”.

@phdthesis{anaru_critical_2011,
	type = {Masters of {Arts}},
	title = {A critical analysis of the impact of colonisation on the {Māori} language through an examination of political theory},
	copyright = {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.},
	url = {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},
	abstract = {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.},
	language = {English, Te Reo Māori},
	school = {Auckland University of Technology},
	author = {Anaru, Norman Albert},
	year = {2011},
	keywords = {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},
}

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.

@article{majzub_perceptions_2011,
	title = {Perceptions of students and lecturers on the preservation of endangered languages},
	volume = {15},
	issn = {18770428},
	url = {http://linkinghub.elsevier.com/retrieve/pii/S1877042811005301},
	doi = {10.1016/j.sbspro.2011.03.351},
	journal = {Procedia - Social and Behavioral Sciences},
	author = {Majzub, Rohaty Mohd. and Rais, Maisarah Muhammad},
	year = {2011},
	keywords = {endangered language, indigenous language, strategies},
	pages = {1677--1683},
}

@book{new_zealand._te_puni_kokiri_te_2011,
	address = {Wellington, NZ},
	series = {Pārongo ; 2011-011},
	title = {Te tautoko a ētahi paetukutuku mō te reo {Māori} {Impact} of selected {Māori} websites on the {Māori} language},
	abstract = {\$\$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.},
	language = {eng;mao},
	publisher = {Te Puni Kōkiri},
	author = {{New Zealand. Te Puni Kōkiri}},
	year = {2011},
	keywords = {Language surveys New Zealand Statistics., Maori language Revival., Pae tukutuku., Reo Māori., Web sites New Zealand.},
}

$$Cgeneral_note$$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.

@article{bialystok_reshaping_2011,
	title = {Reshaping the {Mind}: {The} {Benefits} of {Bilingualism}},
	volume = {65},
	issn = {1196-1961},
	shorttitle = {Reshaping the {Mind}},
	url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4341987/},
	doi = {10.1037/a0025406},
	abstract = {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.},
	language = {eng},
	number = {4},
	journal = {Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale},
	author = {Bialystok, Ellen},
	year = {2011},
	keywords = {Aging, Bilingualism, Cognitive Development, Executive Control},
	pages = {229--235},
}

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.

@article{ka&apos_impact_2011,
	title = {The impact of colonisation on te reo {Māori} : a critical review of the {State} education system},
	issn = {1178-6035},
	shorttitle = {The impact of colonisation on te reo {Māori}},
	abstract = {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.},
	language = {eng},
	author = {{Ka\&Apos} and Ai-Mahuta, Rachael},
	year = {2011},
	keywords = {Colonization – Influence, Language And Culture, Language And Education – Government Policy, Language Attrition, Language Maintenance, Language Revival, Māori Language},
}

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.

@phdthesis{gully_me_2011,
	title = {Me {Whita}, {Kia} {Whita}! {Hold} {Fast} to {Hasten} the {Blaze}! {The} {Development} of an {Accerlative} {Approach} to {Acquiring} te {Reo} {Māori}.},
	url = {http://ir.canterbury.ac.nz/handle/10092/7089},
	abstract = {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.},
	author = {Gully, Nichole},
	year = {2011},
}

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.

@article{hinton_language_2011,
	title = {Language revitalization and language pedagogy: new teaching and learning strategies},
	volume = {25},
	issn = {0950-0782},
	url = {http://www.tandfonline.com/doi/abs/10.1080/09500782.2011.577220},
	doi = {10.1080/09500782.2011.577220},
	number = {4},
	journal = {Language and Education},
	author = {Hinton, Leanne},
	month = jul,
	year = {2011},
	pages = {307--318},
}

@article{dwyer_tools_2011,
	title = {Tools and techniques for endangered-language assessment and revitalization},
	url = {https://kuscholarworks.ku.edu/handle/1808/7109},
	abstract = {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.},
	journal = {Vitality and Viability of Minority Languages. October 23-24 2009},
	author = {Dwyer, Arienne M.},
	year = {2011},
	keywords = {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},
	pages = {1--20},
}

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.

@article{de_bres_review_2011,
	title = {A review of research on the attitudes of non-{Maori} {New} {Zealanders} towards the {Maori} language},
	volume = {17},
	url = {http://search.informit.com.au/documentSummary;dn=808517183794039;res=IELNZC},
	abstract = {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.},
	number = {2},
	urldate = {2015-12-01},
	journal = {New Zealand Studies in Applied Linguistics},
	author = {de Bres, Julia},
	year = {2011},
	pages = {5},
}

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.

@article{greenhill_pollex-online:_2011,
	title = {{POLLEX}-{Online}: {The} {Polynesian} lexicon project online},
	volume = {50},
	shorttitle = {{POLLEX}-{Online}},
	url = {http://muse.jhu.edu/journals/ol/summary/v050/50.2.greenhill.html},
	number = {2},
	urldate = {2015-12-21},
	journal = {Oceanic Linguistics},
	author = {Greenhill, Simon J. and Clark, Ross},
	year = {2011},
	pages = {551--559},
}

@article{henare_te_2011,
	title = {Te hua o te oke tonu kia reo {Māori} te tangata},
	volume = {24 Spring},
	issn = {0114-6017},
	url = {http://www.tetaurawhiri.govt.nz/assets/Corporate-publications/He-Muka/2011/Putanga-24-3-Koanga-2011.pdf},
	abstract = {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.},
	language = {mao},
	number = {3},
	journal = {Me Muka},
	author = {Hēnare, Erima},
	year = {2011},
	keywords = {Language Maintenance, Language Policy, Language Revival, Māori (New Zealand People) – Language, Reo Māori},
	pages = {2},
}

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.

@article{evans_investigation_2011,
	title = {An {Investigation} into the {Extent} and {Application} of {Bilingual} {Signage} in {New} {Zealand} {Public} {Libraries}},
	url = {http://researcharchive.vuw.ac.nz/handle/10063/1725},
	abstract = {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.},
	language = {en\_NZ},
	urldate = {2015-12-17},
	author = {Evans, Elizabeth Rosemary},
	year = {2011},
}

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.

@techreport{te_runanga_o_ngati_awa_te_2011,
	title = {Te {Rautaki} {Reo} ō {Ngāti} {Awa}},
	author = {{Te Rūnanga o Ngāti Awa}},
	year = {2011},
}

@article{marshall_maori_2011,
	title = {Māori medium teachers : getting the professional development they need},
	issn = {1176-6662},
	shorttitle = {Māori medium teachers},
	abstract = {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.},
	language = {eng},
	author = {Marshall, Meri and Mckenzie, Tabitha},
	year = {2011},
	keywords = {Immersion Method (Language Teaching), Language Teachers – In-Service Training, Māori Language – Study And Teaching, Reading Teachers – In-Service Training},
}

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.

@article{adds_ask_2011,
	title = {Ask the posts of our house: {Using} cultural spaces to encourage quality learning in higher education},
	volume = {16},
	shorttitle = {Ask the posts of our house},
	url = {http://www.tandfonline.com/doi/abs/10.1080/13562517.2011.570440},
	doi = {10.1080/13562517.2011.570440},
	abstract = {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.},
	number = {5},
	urldate = {2015-11-24},
	journal = {Teaching in Higher Education},
	author = {Adds, Peter and Hall, Meegan and Higgins, Rawinia and Higgins, Te Ripowai},
	year = {2011},
	pages = {541--551},
}

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.

@article{hamer_split_2011,
	title = {The {Split} {Totara}: {Te} {Req} {Maori} {And} {Trans}-{Tasman} {Migration}},
	volume = {54},
	shorttitle = {The {Split} {Totara}},
	url = {http://search.informit.com.au/documentSummary;dn=881688861924991;res=IELHSS},
	abstract = {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},
	language = {eng},
	journal = {Te Reo},
	author = {Hamer, Paul},
	year = {2011},
	keywords = {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},
	pages = {45--74},
}

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

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

@article{higgins_te_2011,
	title = {Te {Pātaka} {Kai} {Iringa} o te {Kupu}, o te {Kōrero}},
	volume = {10},
	url = {http://www.hepukengakorero.com/index.php/HPK/article/view/47},
	abstract = {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?},
	number = {1},
	journal = {He Pukenga Kōrero},
	author = {Higgins, Rawinia and Hall, Meegan},
	year = {2011},
	pages = {11--16},
}

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?

@book{simpson_routledge_2011,
	title = {The {Routledge} {Handbook} of {Applied} {Linguistics}},
	copyright = {Book can be purchased},
	isbn = {978-0-415-49067-2},
	url = {https://www.routledge.com/The-Routledge-Handbook-of-Applied-Linguistics/Simpson/p/book/9780415490672},
	abstract = {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.},
	author = {Simpson, James},
	year = {2011},
	pmid = {2659532},
}

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.

@article{noauthor_ma_2011,
	title = {Mā te reo 2001-2010},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},
	abstract = {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.},
	language = {mao},
	journal = {He Muka},
	year = {2011},
	keywords = {Community Development, Finance, Hapori, Language Revival, Māori Language, Public, Pūtea, Reo Māori},
}

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.

@book{ormsby-teki_reo_2011,
	title = {Reo o te {Kainga}: {A} {Ngāi} te {Rangi} tribal response to advancing {Māori} language in the home},
	shorttitle = {Reo o te {Kainga}},
	url = {http://www.maramatanga.ac.nz/sites/default/files/05%20RF%2014%20Web%20ready.pdf},
	abstract = {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.},
	urldate = {2016-01-12},
	publisher = {Te Rūnanga o Ngāi te Rangi and Te Whare Wānanga o Awanuiārangi},
	author = {Ormsby-Teki, Teraania and Timutimu, Ngareta and Palmer, Hauata and Ellis, Riri and Johnston, Patricia},
	year = {2011},
}

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.

@article{keegan_online_2011,
	title = {Online {Māori} resources and {Māori} initiatives for teaching and learning : current activities, successes and future directions},
	issn = {1177-5904},
	shorttitle = {Online {Māori} resources and {Māori} initiatives for teaching and learning},
	abstract = {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.},
	language = {eng},
	author = {Keegan, Peter J. and Keegan, Te Taka and Laws, Mark},
	year = {2011},
	keywords = {Computer-assisted instruction, Educational Web Sites, Indigenous Peoples – Computer Network Resources, Internet In Education, Māori (New Zealand People) – Education, Māori Language – Study And Teaching},
}

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.

@article{ratima_review_2011,
	title = {A review of indigenous second language acquisition : factors leading to proficiency in te reo {Māori} (the {Māori} language)},
	copyright = {Downloading this article incurs a charge from the publisher},
	issn = {1177-5904},
	shorttitle = {A review of indigenous second language acquisition},
	url = {http://www.review.mai.ac.nz/index.php/MR/article/viewFile/412/594},
	abstract = {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.},
	language = {eng},
	journal = {Mai Review},
	author = {Ratima, Matiu and May, Stephen},
	year = {2011},
	keywords = {Adult Students, Māori Language – Study And Teaching, Reo Māori, Second Language Acquisition – Age Factors},
	pages = {1--21},
}

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.

@phdthesis{kire_te_2011,
	title = {Te {Rākau} {Whanake} me Ōna Āhuatanga {Angitu} {Hei} {Hopu} {Reo} {Mäori}},
	author = {Kire, Andrea},
	year = {2011},
}

@techreport{te_paepae_motuhake_te_2011,
	title = {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},
	author = {{Te Paepae Motuhake}},
	year = {2011},
}

@phdthesis{ngaha_te_2011,
	title = {Te {Reo}, a language for {Māori} alone? {An} investigation into the relationship between the {Māori} language and {Māori} identity},
	url = {https://researchspace.auckland.ac.nz/handle/2292/6761},
	abstract = {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.},
	author = {Ngaha, Arapera Bella},
	year = {2011},
	keywords = {Language Maintenance, Language skills, Maori, Maori identity, Maori language, Self Concept, Sociolinguistics, Te reo Maori},
}

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.

@incollection{hill_exploring_2011,
	title = {Exploring biliteracy in {Māori} medium educaton: {An} ethnographic perspective},
	booktitle = {Ethnography and {Language} policy},
	author = {Hill, Richard and May, Stephen},
	year = {2011},
}

@book{austin_cambridge_2011,
	title = {The {Cambridge} {Handbook} of {Endangered} {Languages}},
	isbn = {978-0-511-97598-1},
	url = {http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511975981},
	abstract = {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.},
	urldate = {2016-07-12},
	publisher = {Cambridge University Press},
	author = {Austin, Peter K. and Sallabank, Julia},
	year = {2011},
}

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.

@book{ackermann_reversing_2011,
	title = {Reversing language shift: {Threatened} languages and the internet},
	url = {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},
	author = {Ackermann, Constanze},
	year = {2011},
	keywords = {Endangered Languages, Graded Intergenerational Disruption Scale GIDS, Language Endangerment, Language Vitality, Mārama Pū / Critical Awareness, Revitalisation, Technology, Tāwāhi, UNESCO, Uppsala University},
}

@article{hynds_te_2011,
	title = {Te {Kotahitanga}: a case study of a repositioning approach to teacher professional development for culturally responsive pedagogies},
	volume = {39},
	issn = {1359-866X},
	shorttitle = {Te {Kotahitanga}},
	doi = {10.1080/1359866X.2011.614684},
	abstract = {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.},
	number = {4},
	journal = {Asia-Pacific Journal of Teacher Education},
	author = {Hynds, Anne and Sleeter, Christine and Hindle, Rawiri and Savage, Catherine and Penetito, Wally and Meyer, Luannah},
	year = {2011},
	keywords = {Culturally Responsive Pedagogy, Indigenous Students, Secondary Schools, Teacher professional development},
	pages = {339--351},
}

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.

@article{houkamau_maori_2011,
	title = {Maori {Cultural} {Efficacy} and {Subjective} {Wellbeing}: {A} {Psychological} {Model} and {Research} {Agenda}},
	volume = {103},
	issn = {0303-8300},
	shorttitle = {Maori {Cultural} {Efficacy} and {Subjective} {Wellbeing}},
	doi = {10.1007/s11205-010-9705-5},
	abstract = {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 ]},
	language = {eng},
	number = {3},
	journal = {Social Indicators Research},
	author = {Houkamau, Carla and Sibley, Chris},
	year = {2011},
	keywords = {1200, 9130, 9179, Asia \& the Pacific, Culture, Experimental/Theoretical, Native Peoples, New Zealand, Social Policy, Social Research, Studies},
	pages = {379--398},
}

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 ]

@incollection{austin_contents_2011,
	series = {Cambridge {Handbooks} in {Language} and {Linguistics}},
	title = {Contents},
	isbn = {978-0-511-97598-1},
	url = {http://dx.doi.org/10.1017/CBO9780511975981},
	booktitle = {The {Cambridge} {Handbook} of {Endangered} {Languages}},
	publisher = {Cambridge University Press},
	author = {Austin, Peter K. and Sallabank, Julia},
	year = {2011},
}

@article{mahuta_honouring_2011,
	title = {Honouring the voices of the ancestors - a personal view of the effect of {Māori} language immersion education in {Aotearoa}-{New} {Zealand}},
	issn = {1178-6035},
	abstract = {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.},
	language = {eng},
	author = {Mahuta, Dean Patariki Smeatham},
	year = {2011},
	keywords = {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},
}

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.

@book{skerrett_quality_2011,
	address = {Christchurch},
	title = {Quality in immersion-bilingual early years education for language acquistion final report},
	url = {http://www.education.canterbury.ac.nz/research_labs/maori/Quality_in_immersion.pdf},
	abstract = {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.},
	language = {eng},
	urldate = {2016-07-29},
	publisher = {University of Canterbury},
	author = {Skerrett, M.},
	year = {2011},
	keywords = {Bilingual Education, Bilingual New Zealand., Education, Language acquisition., Maori language Study and teaching (Preschool), Maori language Study and teaching Immersion method.},
}

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.

@book{tribunal_ko_2011,
	address = {Wellington, New Zealand},
	series = {Waitangi {Tribunal} report},
	title = {Ko {Aotearoa} {Tēnei}. {A} {Report} into {Claims} concerning {New} {Zealand} {Law} and {Policy} {Affecting} {Māori} {Culture} and {Identity} {WAI262}},
	isbn = {978-1-86956-300-4},
	url = {https://forms.justice.govt.nz/search/Documents/WT/wt_DOC_68356054/KoAotearoaTeneiTT1W.pdf},
	abstract = {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},
	author = {Tribunal, Waitangi and Direct, Legislation},
	year = {2011},
	note = {extra extra},
	keywords = {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},
}

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

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

@article{noauthor_te_2011,
	title = {Te manaakitanga i te whānau},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},
	abstract = {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.},
	language = {mao},
	journal = {He Muka},
	year = {2011},
	keywords = {Kāinga, Language Revival, Matareo, Māori (New Zealand People) – Language, Reo Māori, Whānau},
}

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.

@phdthesis{leoni_he_2011,
	type = {Thesis},
	title = {He manu hou ahau, he pī ka rere: {The} transition of {Māori} language immersion students to the {University} of {Otago}},
	shorttitle = {He manu hou ahau, he pī ka rere},
	url = {https://ourarchive.otago.ac.nz/handle/10523/5195},
	abstract = {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.},
	urldate = {2015-12-16},
	author = {Leoni, Gianna},
	year = {2011},
}

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.

@article{mcewan-fujita_language_2011,
	title = {Language revitalization discourses as metaculture: {Gaelic} in {Scotland} from the 18th to 20th centuries},
	volume = {31},
	issn = {02715309},
	url = {http://linkinghub.elsevier.com/retrieve/pii/S0271530910000571},
	doi = {10.1016/j.langcom.2010.12.001},
	number = {1},
	journal = {Language \& Communication},
	author = {McEwan-Fujita, Emily},
	month = jan,
	year = {2011},
	pages = {48--62},
}

@article{stephens_taonga_2011,
	title = {Taonga, rights and interests: some observations on {WAI} 262 and the framework of protections for the {Maori} language},
	volume = {42},
	issn = {1171-042X},
	shorttitle = {Taonga, rights and interests},
	language = {English},
	number = {2},
	journal = {Victoria University of Wellington Law Review},
	author = {Stephens, Mamari},
	year = {2011},
	keywords = {1840, Maori language–Protection and preservation, New Zealand, New Zealand. Maori Language Act 1987, Treaty of Waitangi},
	pages = {241},
}

@article{de_bres_promoting_2011,
	title = {Promoting the {Māori} language to non-{Māori}: {Evaluating} the {New} {Zealand} government’s approach},
	volume = {10},
	shorttitle = {Promoting the {Māori} language to non-{Māori}},
	url = {http://link.springer.com/article/10.1007/s10993-011-9214-7},
	abstract = {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.},
	number = {4},
	urldate = {2015-12-01},
	journal = {Language Policy},
	author = {De Bres, Julia},
	year = {2011},
	pages = {361--376},
}

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.

@article{university_of_otago_supporting_2011,
	title = {Supporting te reo {Māori}},
	journal = {He Kitenga Māori. University of Otago Māori Research Highlights},
	author = {{University of Otago}},
	year = {2011},
}

@techreport{te_runanga_o_ngati_porou_ngati_2011,
	title = {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.},
	url = {http://www.ngatiporou.com/myfiles/Te_Reo_Strategy_Paper_for_TRNP_Board_of_Trustees_Consideration.pdf},
	abstract = {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},
	author = {{Te Rūnanga o Ngāti Porou}},
	year = {2011},
	pages = {1--18},
}

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

@phdthesis{ngapo_te_2011,
	title = {Te {Whare} {Tāhuhu} {Kōrero} o {Hauraki}. {Revitalising} '{Traditional}' {Māori} language of {Hauraki}},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/6411},
	abstract = {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”.},
	author = {Ngāpō, Korohere},
	year = {2011},
	keywords = {Dialects, Hauraki District, Iwi, Maori community, Maori language, Te reo Maori},
}

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”.

@article{spiller_relational_2011,
	title = {Relational {Well}-{Being} and {Wealth}: {Maori} {Businesses} and an {Ethic} of {Care}},
	volume = {98},
	issn = {0167-4544},
	shorttitle = {Relational {Well}-{Being} and {Wealth}},
	doi = {10.1007/s10551-010-0540-z},
	abstract = {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 ]},
	language = {eng},
	number = {1},
	journal = {Journal of Business Ethics},
	author = {Spiller, Chellie and Erakovic, Ljiljana and Henare, Manuka and Pio, Edwina},
	year = {2011},
	keywords = {1220, 2410, 9130, 9179, Asia \& the Pacific, Business Ethics, Experimental/Theoretical, Native Peoples, New Zealand, Social Responsibility, Social Trends \& Culture, Studies, Values},
	pages = {153--169},
}

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 ]

@phdthesis{anaru_critical_2011,
	type = {Masters of {Arts}},
	title = {A critical analysis of the impact of colonisation on the {Māori} language through an examination of political theory},
	copyright = {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.},
	abstract = {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.},
	language = {English, Te Reo Māori},
	school = {Auckland University of Technology},
	author = {Anaru, Norman Albert},
	year = {2011},
	keywords = {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},
}

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.

@book{new_zealand._te_puni_kokiri_te_2011,
	address = {Wellington, NZ},
	series = {Pārongo ; 2011-011},
	title = {Te tautoko a ētahi paetukutuku mō te reo {Māori} {Impact} of selected {Māori} websites on the {Māori} language},
	abstract = {\$\$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.},
	language = {eng;mao},
	publisher = {Te Puni Kōkiri},
	author = {{New Zealand. Te Puni Kōkiri}},
	year = {2011},
	keywords = {Language surveys New Zealand Statistics., Maori language Revival., Pae tukutuku., Reo Māori., Web sites New Zealand.},
}

$$Cgeneral_note$$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.

@article{majzub_perceptions_2011,
	title = {Perceptions of students and lecturers on the preservation of endangered languages},
	volume = {15},
	issn = {18770428},
	url = {http://linkinghub.elsevier.com/retrieve/pii/S1877042811005301},
	doi = {10.1016/j.sbspro.2011.03.351},
	journal = {Procedia - Social and Behavioral Sciences},
	author = {Majzub, Rohaty Mohd. and Rais, Maisarah Muhammad},
	year = {2011},
	keywords = {endangered language, indigenous language, strategies},
	pages = {1677--1683},
}

@article{bialystok_reshaping_2011,
	title = {Reshaping the {Mind}: {The} {Benefits} of {Bilingualism}},
	volume = {65},
	issn = {1196-1961},
	shorttitle = {Reshaping the {Mind}},
	doi = {10.1037/a0025406},
	abstract = {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.},
	language = {eng},
	number = {4},
	journal = {Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale},
	author = {Bialystok, Ellen},
	year = {2011},
	keywords = {Aging, Bilingualism, Cognitive Development, Executive Control},
	pages = {229--235},
}

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.

@article{ka&apos_impact_2011,
	title = {The impact of colonisation on te reo {Māori} : a critical review of the {State} education system},
	issn = {1178-6035},
	shorttitle = {The impact of colonisation on te reo {Māori}},
	abstract = {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.},
	language = {eng},
	author = {{Ka\&Apos} and Ai-Mahuta, Rachael},
	year = {2011},
	keywords = {Colonization – Influence, Language And Culture, Language And Education – Government Policy, Language Attrition, Language Maintenance, Language Revival, Māori Language},
}

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.

@phdthesis{gully_me_2011,
	title = {Me {Whita}, {Kia} {Whita}! {Hold} {Fast} to {Hasten} the {Blaze}! {The} {Development} of an {Accerlative} {Approach} to {Acquiring} te {Reo} {Māori}.},
	url = {http://ir.canterbury.ac.nz/handle/10092/7089},
	abstract = {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.},
	author = {Gully, Nichole},
	year = {2011},
}

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.

@article{hinton_language_2011,
	title = {Language revitalization and language pedagogy: new teaching and learning strategies},
	volume = {25},
	issn = {0950-0782},
	url = {http://www.tandfonline.com/doi/abs/10.1080/09500782.2011.577220},
	doi = {10.1080/09500782.2011.577220},
	number = {4},
	journal = {Language and Education},
	author = {Hinton, Leanne},
	month = jul,
	year = {2011},
	pages = {307--318},
}

@inproceedings{dwyer_tools_2011,
	title = {Tools and techniques for endangered-language assessment and revitalization},
	url = {https://kuscholarworks.ku.edu/dspace/handle/1808/7109},
	abstract = {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.},
	booktitle = {Vitality and {Viability} of {Minority} {Languages}. {October} 23-24 2009},
	author = {Dwyer, A},
	year = {2011},
	keywords = {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},
	pages = {1--20},
}

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.

@article{de_bres_review_2011,
	title = {A review of research on the attitudes of non-{Maori} {New} {Zealanders} towards the {Maori} language},
	volume = {17},
	url = {http://search.informit.com.au/documentSummary;dn=808517183794039;res=IELNZC},
	abstract = {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.},
	number = {2},
	urldate = {2015-12-01},
	journal = {New Zealand Studies in Applied Linguistics},
	author = {de Bres, Julia},
	year = {2011},
	pages = {5},
}

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.

@article{greenhill_pollex-online:_2011,
	title = {{POLLEX}-{Online}: {The} {Polynesian} lexicon project online},
	volume = {50},
	shorttitle = {{POLLEX}-{Online}},
	url = {http://muse.jhu.edu/journals/ol/summary/v050/50.2.greenhill.html},
	number = {2},
	urldate = {2015-12-21},
	journal = {Oceanic Linguistics},
	author = {Greenhill, Simon J. and Clark, Ross},
	year = {2011},
	pages = {551--559},
}

@article{henare_te_2011,
	title = {Te hua o te oke tonu kia reo {Māori} te tangata},
	volume = {24 Spring},
	issn = {0114-6017},
	url = {http://www.tetaurawhiri.govt.nz/assets/Corporate-publications/He-Muka/2011/Putanga-24-3-Koanga-2011.pdf},
	abstract = {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.},
	language = {mao},
	number = {3},
	journal = {Me Muka},
	author = {Hēnare, Erima},
	year = {2011},
	keywords = {Language Maintenance, Language Policy, Language Revival, Māori (New Zealand People) – Language, Reo Māori},
	pages = {2},
}

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.

@article{evans_investigation_2011,
	title = {An {Investigation} into the {Extent} and {Application} of {Bilingual} {Signage} in {New} {Zealand} {Public} {Libraries}},
	url = {http://researcharchive.vuw.ac.nz/handle/10063/1725},
	abstract = {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.},
	language = {en\_NZ},
	urldate = {2015-12-17},
	author = {Evans, Elizabeth Rosemary},
	year = {2011},
}

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.

@techreport{te_runanga_o_ngati_awa_te_2011,
	title = {Te {Rautaki} {Reo} ō {Ngāti} {Awa}},
	author = {{Te Rūnanga o Ngāti Awa}},
	year = {2011},
}

@article{marshall_maori_2011,
	title = {Māori medium teachers : getting the professional development they need},
	issn = {1176-6662},
	shorttitle = {Māori medium teachers},
	abstract = {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.},
	language = {eng},
	author = {Marshall, Meri and Mckenzie, Tabitha},
	year = {2011},
	keywords = {Immersion Method (Language Teaching), Language Teachers – In-Service Training, Māori Language – Study And Teaching, Reading Teachers – In-Service Training},
}

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.

@article{hamer_split_2011,
	title = {The {Split} {Totara}: {Te} {Req} {Maori} {And} {Trans}-{Tasman} {Migration}},
	volume = {54},
	shorttitle = {The {Split} {Totara}},
	url = {http://search.informit.com.au/documentSummary;dn=881688861924991;res=IELHSS},
	abstract = {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},
	language = {eng},
	journal = {Te Reo},
	author = {Hamer, Paul},
	year = {2011},
	keywords = {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},
	pages = {45--74},
}

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

@article{adds_ask_2011,
	title = {Ask the posts of our house: {Using} cultural spaces to encourage quality learning in higher education},
	volume = {16},
	shorttitle = {Ask the posts of our house},
	url = {http://www.tandfonline.com/doi/abs/10.1080/13562517.2011.570440},
	doi = {10.1080/13562517.2011.570440},
	abstract = {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.},
	number = {5},
	urldate = {2015-11-24},
	journal = {Teaching in Higher Education},
	author = {Adds, Peter and Hall, Meegan and Higgins, Rawinia and Higgins, Te Ripowai},
	year = {2011},
	pages = {541--551},
}

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.

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

@article{higgins_te_2011,
	title = {Te {Pātaka} {Kai} {Iringa} o te {Kupu}, o te {Kōrero}},
	volume = {10},
	url = {http://www.hepukengakorero.com/index.php/HPK/article/view/47},
	abstract = {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?},
	number = {1},
	journal = {He Pukenga Kōrero},
	author = {Higgins, Rawinia and Hall, Meegan},
	year = {2011},
	pages = {11--16},
}

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?

@book{simpson_routledge_2011,
	title = {The {Routledge} {Handbook} of {Applied} {Linguistics}},
	isbn = {978-0-415-49067-2},
	author = {Simpson, James},
	year = {2011},
	pmid = {2659532},
}

@article{noauthor_ma_2011,
	title = {Mā te reo 2001-2010},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},
	abstract = {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.},
	language = {mao},
	journal = {He Muka},
	year = {2011},
	keywords = {Community Development, Finance, Hapori, Language Revival, Māori Language, Public, Pūtea, Reo Māori},
}

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.

@book{ormsby-teki_reo_2011,
	title = {Reo o te {Kainga}: {A} {Ngāi} te {Rangi} tribal response to advancing {Māori} language in the home},
	shorttitle = {Reo o te {Kainga}},
	url = {http://www.maramatanga.ac.nz/sites/default/files/05%20RF%2014%20Web%20ready.pdf},
	abstract = {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.},
	urldate = {2016-01-12},
	publisher = {Te Rūnanga o Ngāi te Rangi and Te Whare Wānanga o Awanuiārangi},
	author = {Ormsby-Teki, Teraania and Timutimu, Ngareta and Palmer, Hauata and Ellis, Riri and Johnston, Patricia},
	year = {2011},
}

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.

@article{keegan_online_2011,
	title = {Online {Māori} resources and {Māori} initiatives for teaching and learning : current activities, successes and future directions},
	issn = {1177-5904},
	shorttitle = {Online {Māori} resources and {Māori} initiatives for teaching and learning},
	abstract = {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.},
	language = {eng},
	author = {Keegan, Peter J. and Keegan, Te Taka and Laws, Mark},
	year = {2011},
	keywords = {Computer-assisted instruction, Educational Web Sites, Indigenous Peoples – Computer Network Resources, Internet In Education, Māori (New Zealand People) – Education, Māori Language – Study And Teaching},
}

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.

@article{ratima_review_2011,
	title = {A review of indigenous second language acquisition : factors leading to proficiency in te reo {Māori} (the {Māori} language)},
	issn = {1177-5904},
	shorttitle = {A review of indigenous second language acquisition},
	url = {http://www.review.mai.ac.nz/index.php/MR/article/viewFile/412/594},
	abstract = {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.},
	language = {eng},
	journal = {Mai Review},
	author = {Ratima, Matiu and May, Stephen},
	year = {2011},
	keywords = {Adult Students, Māori Language – Study And Teaching, Reo Māori, Second Language Acquisition – Age Factors},
	pages = {1--21},
}

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.

@phdthesis{kire_te_2011,
	title = {Te {Rākau} {Whanake} me Ōna Āhuatanga {Angitu} {Hei} {Hopu} {Reo} {Mäori}},
	author = {Kire, Andrea},
	year = {2011},
}

@article{hornberger_can_2010,
	title = {Can {Schools} {Save} {Indigenous} {Languages}? {Policy} and {Practice} on {Four} {Continents}: {Palgrave} {Studies} in {Minority} {Languages} and {Communities}.},
	shorttitle = {Can {Schools} {Save} {Indigenous} {Languages}?},
	url = {https://eric.ed.gov/?id=ED516012},
	abstract = {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},
	language = {en},
	urldate = {2017-02-01},
	journal = {Palgrave Macmillan},
	author = {Hornberger, Nancy H.},
	month = dec,
	year = {2010},
}

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

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

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

@article{echeverria_for_2010,
	title = {For whom does language death toll? {Cautionary} notes from the {Basque} case},
	volume = {21},
	issn = {08985898},
	url = {http://linkinghub.elsevier.com/retrieve/pii/S0898589809000655},
	abstract = {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.},
	number = {3},
	journal = {Linguistics and Education},
	author = {Echeverria, Begoña},
	month = sep,
	year = {2010},
	keywords = {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},
	pages = {197--209},
}

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.

@article{krageloh_taking_2010,
	title = {{TAKING} {PRIDE} {IN} {TE} {REO} {MAORI}: {HOW} {REGULAR} {SPELLING} {PROMOTES} {LITERACY} {ACQUISITION}},
	volume = {16},
	issn = {1173-5562, 1173-5562},
	url = {http://search.informit.com.au/documentSummary;dn=602665803989241;res=IELHSS},
	abstract = {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.},
	number = {I},
	journal = {New Zealand Studies in Applied Linguistics},
	author = {Krāgeloh, Christian U and Neha, Tia N.},
	year = {2010},
	pages = {65--75},
}

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.

@article{fernando_model_2010,
	title = {A {Model} of the {Mechanisms} of {Language} {Extinction} and {Revitalization} {Strategies} to {Save} {Endangered} {Languages}},
	volume = {82},
	issn = {1534-6617},
	url = {https://muse.jhu.edu/journals/human_biology/v082/82.1.fernando.html},
	abstract = {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.},
	number = {1},
	urldate = {2015-12-17},
	journal = {Human Biology},
	author = {Fernando, Chrisantha and Valijärvi, Riitta-Liisa and Goldstein, Richard A.},
	year = {2010},
	note = {{\textbackslash}textlessp{\textbackslash}textgreaterVolume 82, Number 1, February 2010{\textbackslash}textless/p{\textbackslash}textgreater},
	pages = {47--75},
}

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.

@phdthesis{hill_what_2010,
	title = {What is the role of {English} {Transition} in {Māori}-medium education?},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/4438},
	abstract = {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.},
	school = {The University of Waikato},
	author = {Hill, Richard, Kenneth},
	year = {2010},
	keywords = {Bilingual Education, English, English curriculum, Kaupapa Maori Theory, Language, Language Teachers, Literacy Education, Maori medium education, Matauranga Maori, Te Reo Maori curriculum},
}

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.

@book{ako_aotearoa_champion_2010,
	title = {Champion {Excellence} in {Tertiary} {Teaching} and {Learning}. {Ako} {Aotearoa}'s strategic plan: 2010-2013},
	url = {https://akoaotearoa.ac.nz/stategic-plan},
	abstract = {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},
	urldate = {2016-07-12},
	publisher = {Ako Aotearoa},
	author = {Ako Aotearoa, National Centre for Tertiary Teaching Excellence},
	year = {2010},
	keywords = {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},
}

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

@article{de_bres_promoting_2010,
	title = {Promoting a minority language to majority language speakers: television advertising about the {Māori} language targeting non-{Māori} {New} {Zealanders}},
	volume = {31},
	shorttitle = {Promoting a minority language to majority language speakers},
	url = {http://www.tandfonline.com/doi/abs/10.1080/01434632.2010.515988},
	number = {6},
	urldate = {2015-12-01},
	journal = {Journal of Multilingual and Multicultural Development},
	author = {De Bres, Julia},
	year = {2010},
	pages = {515--529},
}

@book{fletcher_motivating_2010,
	address = {Wellington, NZ},
	title = {Motivating literacy learners in today's world},
	isbn = {978-1-877398-65-0},
	abstract = {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.},
	language = {eng},
	publisher = {NZCER Press},
	author = {Fletcher, Jo and Parkhill, Faye and Gillon, Gail T.},
	year = {2010},
	keywords = {Literacy Study and teaching (Elementary) New Zealand., Motivation in education New Zealand.},
}

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.

@article{gallegos_research_2010,
	title = {Research {Note}: {Comparing} indigenous language revitalisation: {Te} reo {Māori} in {Aotearoa} {New} {Zealand} and {Mapudungun} in {Chile}},
	volume = {51},
	issn = {13607456},
	url = {http://doi.wiley.com/10.1111/j.1467-8373.2009.01418.x},
	doi = {10.1111/j.1467-8373.2009.01418.x},
	number = {1},
	journal = {Asia Pacific Viewpoint},
	author = {Gallegos, Carina and Murray, Warwick E. and Evans, Monica},
	month = apr,
	year = {2010},
	keywords = {chile},
	pages = {91--104},
}

@article{hamer_impact_2010,
	title = {The impact on te reo {Māori} of trans-{Tasman} migration},
	url = {http://igps.victoria.ac.nz/WP PDF/2010/IPS WP 1011.pdf},
	abstract = {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},
	number = {July},
	journal = {Institute of Policy Studies},
	author = {Hamer, Paul},
	year = {2010},
	keywords = {Language Shift, te reo Māori, trans-Tasman migration},
	pages = {1--84},
}

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

@phdthesis{moeke-pickering_decolonisation_2010,
	title = {Decolonisation as a social change framework and its impact on the development of {Indigenous}-based curricula for {Helping} {Professionals} in mainstream {Tertiary} {Education} {Organisations}},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/4148},
	abstract = {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.},
	urldate = {2016-01-12},
	school = {University of Waikato},
	author = {Moeke-Pickering, Taima Materangatira},
	year = {2010},
}

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.

@article{bishop_te_2010,
	title = {Te {Kotahitanga}: culturally responsive professional development for teachers},
	volume = {14},
	issn = {1366-4530},
	shorttitle = {Te {Kotahitanga}},
	doi = {10.1080/13664530.2010.494497},
	abstract = {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.},
	number = {2},
	journal = {Teacher Development},
	author = {Bishop, Russell and Berryman, Mere},
	year = {2010},
	keywords = {Classroom Interactions, Indigenous, Māori, Pedagogy, Relationships},
	pages = {173--187},
}

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.

@article{moore_counting_2010,
	title = {Counting the losses: numbers as the language of language endangerment},
	volume = {4},
	issn = {17508657},
	url = {http://www.equinoxjournals.com/SS/article/view/6952},
	doi = {10.1558/sols.v4i1.1},
	number = {1},
	journal = {Sociolinguistic Studies},
	author = {Moore, Robert E and Pietikäinen, Sari and Blommaert, Jan},
	month = oct,
	year = {2010},
	keywords = {Languages, african and native american, language endangerment and shift, minority and indigenous, sámi},
	pages = {1--26},
}

@phdthesis{kaai-mahuta_he_2010,
	title = {He kupu tuku iho mō tēnei reanga: {A} critical analysis of waiata and haka as commentaries and archives of {Māori} political history},
	copyright = {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.},
	url = {http://aut.researchgateway.ac.nz/handle/10292/1023},
	abstract = {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.},
	author = {Ka'ai-Mahuta, Rachael Te Āwhina},
	year = {2010},
	note = {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.},
	keywords = {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},
}

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.

@phdthesis{duder_ko_2010,
	type = {Masters of {Arts} in {Māori} {Developmeny}},
	title = {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},
	url = {http://aut.researchgateway.ac.nz/handle/10292/1219},
	abstract = {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.},
	school = {Auckland University of Technology},
	author = {Duder, Elisa Margaret},
	year = {2010},
	keywords = {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},
}

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.

@book{ako_aotearoa_te_2010,
	title = {Te {Kōkiri} i te {Hiranga} i te {Whakaakoranga}, {Akoranga} {Matua}. {Te} mahere rautaki a {Ako} {Aotearoa} 2010-2013},
	url = {https://akoaotearoa.ac.nz/stategic-plan},
	abstract = {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.},
	language = {Te Reo Māori},
	publisher = {Ako Aotearoa},
	author = {Ako Aotearoa, National Centre for Tertiary Teaching Excellence},
	year = {2010},
	keywords = {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},
}

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.

@book{brendan_j_hokowhitu_indigenous_2010,
	title = {Indigenous identity and resistance : researching the diversity of knowledge},
	shorttitle = {Indigenous identity and resistance},
	url = {http://www.otago.ac.nz/press/books/otago067044.html},
	abstract = {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.},
	language = {eng},
	publisher = {Otago University Press},
	author = {{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}},
	year = {2010},
	keywords = {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.},
}

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.

@phdthesis{skobel_reversing_2010,
	title = {Reversing {Language} {Shift} in {Galicia}. {A} {Present}-{Day} {Perspective}},
	url = {http://liu.diva-portal.org/smash/record.jsf?pid=diva2:357015},
	abstract = {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},
	author = {Skobel, Ekaterina},
	year = {2010},
}

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

@article{nock_participant_2010,
	title = {Participant responses to a tertiary-level {Maori} language immersion programme: {Reporting} on a questionnaire-based survey},
	volume = {11},
	issn = {1175-3099},
	shorttitle = {Participant responses to a tertiary-level {Maori} language immersion programme},
	abstract = {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.},
	number = {2},
	journal = {He Puna Korero: Journal of Maori and Pacific Development},
	author = {Nock, Sophie},
	year = {2010},
	keywords = {Language And Culture, Maori language–Study and teaching, Students, Teaching–Methodology},
	pages = {53--76},
}

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.

@phdthesis{te_ruki_na_2010,
	title = {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?},
	url = {http://aut.researchgateway.ac.nz/handle/10292/1044?show=full},
	abstract = {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.},
	author = {Te Ruki, Gary David Brent},
	year = {2010},
	keywords = {Hapū, Marae, Māori leadership, Tikanga Maori, Whakapapa},
}

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.

@article{fryer_engagement_2010,
	title = {Engagement with the {Mäori} {Language} {Benchmark} {Survey} 2009 {Volume} 1 23},
	volume = {1},
	url = {http://www.tetaurawhiri.govt.nz/english/pub_e/regensurvey.pdf},
	abstract = {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},
	number = {April},
	author = {Fryer, Katrina},
	year = {2010},
}

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

@book{kalafatelis_engagement_2010,
	address = {Wellington, NZ},
	title = {Engagement with the {Māori} language benchmark survey 2009. {Volume} 1},
	abstract = {\$\$Cgeneral\_note\$\$V"23 April 2010.", \$\$Cgeneral\_note\$\$V"Project number \#3970."},
	language = {eng},
	publisher = {Research New Zealand},
	author = {Kalafatelis, Emanuel and {K Fryer} and Hansen, Bronwen and Fifield, Royna and {New Zealand. Māori Language Commission} and {Research New Zealand}},
	year = {2010},
	keywords = {Language surveys New Zealand Statistics., Maori language Social aspects Statistics., Maori language Statistics., Reo Māori., Tatauranga.},
}

$$Cgeneral_note$$V"23 April 2010.", $$Cgeneral_note$$V"Project number #3970."

@article{kandler_language_2010,
	title = {Language shift, bilingualism and the future of {Britain}'s {Celtic} languages.},
	volume = {365},
	copyright = {https://www.ncbi.nlm.nih.gov/pmc/about/copyright/},
	issn = {1471-2970},
	url = {http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2981914&tool=pmcentrez&rendertype=abstract},
	doi = {10.1098/rstb.2010.0051},
	abstract = {'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.},
	number = {1559},
	journal = {Philosophical transactions of the Royal Society of London. Series B, Biological sciences},
	author = {Kandler, Anne and Unger, Roman and Steele, James},
	month = dec,
	year = {2010},
	pmid = {21041210},
	keywords = {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},
	pages = {3855--64},
}

'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.

@article{middleton_ka_2010,
	title = {Ka rangona te reo: the development of {Māori}-language television broadcasting in {Aotearoa} {New} {Zealand}},
	volume = {3},
	shorttitle = {Ka rangona te reo},
	url = {http://www.tekaharoa.com/index.php/tekaharoa/article/viewArticle/73},
	abstract = {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.},
	number = {1},
	urldate = {2015-12-21},
	journal = {Te Kaharoa},
	author = {Middleton, Julie},
	year = {2010},
}

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.

@book{st._clair_indigenous_2010,
	title = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \& {Lessons} {Learned}},
	isbn = {0-9670554-4-X},
	author = {St. Clair, Robert N.},
	year = {2010},
}

@article{bell_advocating_2010,
	title = {Advocating {For} {A} {Threatened} {Language}: {The} {Case} {For} {Maori} {On} {Television} {In} {Aotearoa}/{New} {Zealand}},
	volume = {53},
	copyright = {Downloading this article incurs a charge from the publisher.},
	shorttitle = {Advocating {For} {A} {Threatened} {Language}},
	url = {https://search.informit.com.au/documentSummary;res=IELHSS;dn=830323446356268},
	abstract = {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.},
	language = {eng},
	journal = {Te Reo},
	author = {Bell, Allan},
	year = {2010},
	note = {primary},
	keywords = {5611, Article, Language Maintenance, Language Planning/Policy, Language Policy, New Zealand, Polynesian Languages, Sociolinguistics, Television},
	pages = {3--26},
}

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.

@article{de_bres_attitudes_2010,
	title = {Attitudes of non-{Māori} {New} {Zealanders} towards the use of the {Māori} in {New} {Zealand} {English}},
	issn = {1173-9886},
	url = {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},
	abstract = {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.},
	language = {eng},
	number = {24},
	journal = {New Zealand English Journal Issue},
	author = {De Bres, Julia},
	year = {2010},
	keywords = {English Language – Foreign Words And Phrases – Maori, Maori Language – Social Aspects, New Zealanders, Reo Māori, Sociolinguistics},
	pages = {13},
}

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.

@phdthesis{lysaght_teanga_2010,
	type = {Thesis},
	title = {Teanga \& {Tikanga}: a comparative study of {National} broadcasting in a minority language on {Māori} {Television} and {Teilifís} na {Gaeilge}},
	copyright = {https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm},
	shorttitle = {Teanga \& {Tikanga}},
	url = {https://researchspace.auckland.ac.nz/handle/2292/6729},
	abstract = {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.},
	urldate = {2015-12-21},
	school = {ResearchSpace@Auckland},
	author = {Lysaght, Ruth},
	year = {2010},
}

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.

@book{new_zealand._te_puni_kokiri_nga_2010,
	address = {Wellington, NZ},
	series = {Whakarāpopotonga ({Online}) ; 2010-004},
	title = {Ngā waiaro atu ki te reo {Māori} {Attitudes} toward the {Māori} language.},
	url = {http://ndhadeliver.natlib.govt.nz/delivery/DeliveryManagerServlet?dps_pid=IE21614297&dps_custom_att_1=ilsdb},
	abstract = {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.},
	language = {eng;mao},
	publisher = {Te Puni Kōkiri},
	author = {{New Zealand. Te Puni Kōkiri}},
	year = {2010},
	keywords = {Language surveys New Zealand., Maori (New Zealand people) Attitudes., Maori language Public opinion., New Zealanders Attitudes, Rangahau Māori., Reo Māori.},
}

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.

@techreport{tehan_tai_2010,
	title = {Tai {Ya} in {Thailand} {Present} and {Future} : {Reversing} {Language} {Shift}},
	url = {http://ic.payap.ac.th/graduate/linguistics/papers/Tai_Ya_Vitality_Paper_Dec2010.pdf},
	abstract = {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},
	number = {December},
	author = {Tehan, Thomas M and Dawkins, Erin},
	year = {2010},
	pages = {1--42},
}

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

@article{neill_ka_2010,
	title = {Ka {Rangona} te {Reo} : {The} {Development} of {Māori} -language {Television} {Broadcasting} in {Aotearoa} {New} {Zealand}},
	journal = {Te Kaharoa},
	author = {Neill, Karen},
	year = {2010},
}

@article{wyeth_rangatiratanga_2010,
	title = {Rangatiratanga and Ōritetanga: responses to the {Treaty} of {Waitangi} in a {New} {Zealand} study},
	volume = {15},
	shorttitle = {Rangatiratanga and Ōritetanga},
	url = {http://www.tandfonline.com/doi/abs/10.1080/13557851003721194},
	number = {3},
	urldate = {2015-12-21},
	journal = {Ethnicity \& health},
	author = {Wyeth, Emma H. and Derrett, Sarah and Hokowhitu, Brendan and Hall, Craig and Langley, John},
	year = {2010},
	pages = {303--316},
}

@article{aperahama_te_2010,
	title = {Te {Puna} o {Waiōrea}},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},
	abstract = {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.},
	language = {mao},
	journal = {He Muka},
	author = {Aperahama, Hareruia},
	year = {2010},
	keywords = {Language And Culture, Maori (New Zealand People) – Language, Māori Language – Study And Teaching, Reo Māori, Whānau},
}

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.

@article{love_native_2010,
	title = {The native speaker and the mother tongue},
	volume = {32},
	issn = {03880001},
	url = {http://linkinghub.elsevier.com/retrieve/pii/S0388000110000653},
	doi = {10.1016/j.langsci.2010.09.003},
	number = {6},
	journal = {Language Sciences},
	author = {Love, Nigel and Ansaldo, Umberto},
	month = nov,
	year = {2010},
	keywords = {language and identity},
	pages = {589--593},
}

@techreport{new_zealand._te_puni_kokiri_2009_2010,
	title = {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},
	url = {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},
	abstract = {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.},
	language = {eng;mao},
	institution = {Te Puni Kōkiri},
	author = {{New Zealand. Te Puni Kōkiri}},
	year = {2010},
	keywords = {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.},
	pages = {84},
}

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.

@article{mataira_he_2010,
	title = {He {Kāinga} {Kōrerorero}},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},
	abstract = {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.},
	language = {mao},
	journal = {He Muka},
	author = {Mataira, Te Heikōkō},
	year = {2010},
	keywords = {Language And Culture, Language Maintenance, Maori (New Zealand People) – Language, Maori Language – Social Aspects, Māori Language, Reo Māori, Whānau},
}

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.

@article{hammond_he_2010,
	title = {He whānau o {He} {Kāinga} {Kōrerorero}},
	volume = {23},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/assets/Corporate-publications/He-Muka/2010/Putanga-23-1-Ngahuru-2010.pdf},
	abstract = {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.},
	language = {mao},
	number = {1 Ngahuru},
	journal = {He Muka},
	author = {Hammond, Hiria},
	year = {2010},
	keywords = {Families, Hammond, Hiria, Language And Culture, Maori (New Zealand People) – Language, Maori Language – Social Aspects, Māori Language – Study And Teaching, Reo Māori, Whānau},
	pages = {10--11},
}

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.

@book{hamer_paul_impact_2010,
	address = {Wellington, NZ},
	series = {Institute of {Policy} {Studies} working paper ; 10/08},
	title = {The impact on te reo {Māori} of trans-{Tasman} migration},
	url = {http://igps.victoria.ac.nz/WP%20PDF/2010/IPS%20WP%201011.pdf},
	abstract = {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.},
	language = {eng},
	publisher = {Institute of Policy Studies},
	author = {{Hamer, Paul}},
	year = {2010},
	keywords = {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.},
}

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.

@phdthesis{hata_te_2010,
	title = {Te {Waikāmihi} ki te {Pō}, {Te} {Waikāmihi} ki te {Ao}},
	author = {Hata, Alexandra},
	year = {2010},
}

@article{houkamau_multi-dimensional_2010,
	title = {The {Multi}-dimensional {Model} of {Maori} {Identity} and {Cultural} {Engagement}},
	volume = {39},
	issn = {0112-109X},
	abstract = {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.},
	language = {English},
	number = {1},
	journal = {New Zealand Journal of Psychology},
	author = {Houkamau, Carla A. and Sibley, Chris G.},
	year = {2010},
	keywords = {8NEWZ, Cultural identity–Models, Identification equipment–Evaluation, Maoris–Demographic aspects, Maoris–Social aspects, New Zealand},
	pages = {8},
}

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.

@article{noauthor_te_2010,
	title = {Te {Kāinga} {Kōrerorero}},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},
	abstract = {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.},
	language = {mao},
	journal = {He Muka},
	year = {2010},
	keywords = {Ewan, Māori (New Zealand People) – Language, Pohe, Reo Māori, Suezanne, Whānau},
}

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.

@book{muller_te_2010,
	title = {Te {Aukume} o {Taku} {Reo}: {He} {Aha} nga {Wheako} ki ta te {Akonga} e whai {Hua} ai i roto i nga {Wananga} {Rumaki}?},
	shorttitle = {Te {Aukume} o {Taku} {Reo}},
	abstract = {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.},
	language = {en\_NZ},
	publisher = {Victoria University of Wellington},
	author = {Muller, Maureen},
	year = {2010},
	keywords = {Oranga reo, Rumaki, Wananga},
}

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.

@article{lo-philip_towards_2010,
	title = {Towards a theoretical framework of heritage language literacy and identity processes},
	volume = {21},
	issn = {08985898},
	url = {hthttp://www.sciencedirect.com/science/article/pii/S0898589810000781tp://linkinghub.elsevier.com/retrieve/pii/S0898589810000781},
	doi = {10.1016/j.linged.2010.09.001},
	abstract = {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.},
	number = {4},
	urldate = {2016-07-17},
	journal = {Linguistics and Education},
	author = {Lo-Philip, Stephanie Wing-Yan},
	month = dec,
	year = {2010},
	keywords = {Language acquisition, heritage language development, heritage literacy development, language and identity, language and literacy development, second},
	pages = {282--297},
}

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.

@article{hill_teaching_2010,
	title = {Teaching {Te} {Reo} {Māori} as a second language in primary schools: {Two} case studies.},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/6148},
	abstract = {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.},
	number = {3},
	journal = {Waikato Journal of Education},
	author = {Hill, Richard},
	year = {2010},
	keywords = {curriculum, learning, new zealand curriculum, second languages, te reo Māori},
	pages = {35--49},
}

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.

@article{ngapo_using_2010,
	title = {Using {Traditional} {Māori} {Waiata} for the {Restoration} of {Language} {Fnctions} in {Pare} {Hauraki}: {He} {Tauira} {Whakatakotoranga} o te {Whare} {Tāhuhu} {Kōrero} o {Pare} {Hauraki}},
	volume = {9},
	url = {http://www.hepukengakorero.com/index.php/HPK/article/viewFile/7/pdf},
	abstract = {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},
	number = {2},
	journal = {He Pukenga Kōrero},
	author = {Ngāpō, Korohere},
	year = {2010},
	pages = {44--50},
}

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

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

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

@article{echeverria_for_2010,
	title = {For whom does language death toll? {Cautionary} notes from the {Basque} case},
	volume = {21},
	issn = {08985898},
	url = {http://linkinghub.elsevier.com/retrieve/pii/S0898589809000655},
	doi = {10.1016/j.linged.2009.10.001},
	number = {3},
	journal = {Linguistics and Education},
	author = {Echeverria, Begoña},
	month = sep,
	year = {2010},
	keywords = {basque country, gender and ethnic identity, iriak, language and education, language revitalization, lerren artean daure zazpi, mendi-andi, naparrako iparraltean erronkari ibaxa},
	pages = {197--209},
}

@article{krageloh_taking_2010,
	title = {{TAKING} {PRIDE} {IN} {TE} {REO} {MAORI}: {HOW} {REGULAR} {SPELLING} {PROMOTES} {LITERACY} {ACQUISITION}},
	volume = {16},
	issn = {1173-5562, 1173-5562},
	url = {http://search.informit.com.au/documentSummary;dn=602665803989241;res=IELHSS},
	abstract = {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.},
	number = {I},
	journal = {New Zealand Studies in Applied Linguistics},
	author = {Krāgeloh, Christian U and Neha, Tia N.},
	year = {2010},
	pages = {65--75},
}

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.

@phdthesis{hill_what_2010,
	title = {What is the role of {English} {Transition} in {Māori}-medium education?},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/4438},
	abstract = {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.},
	school = {The University of Waikato},
	author = {Hill, Richard, Kenneth},
	year = {2010},
	keywords = {Bilingual Education, English, English curriculum, Kaupapa Maori Theory, Language, Language Teachers, Literacy Education, Maori medium education, Matauranga Maori, Te Reo Maori curriculum},
}

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.

@article{fernando_model_2010,
	title = {A {Model} of the {Mechanisms} of {Language} {Extinction} and {Revitalization} {Strategies} to {Save} {Endangered} {Languages}},
	volume = {82},
	issn = {1534-6617},
	url = {https://muse.jhu.edu/journals/human_biology/v082/82.1.fernando.html},
	abstract = {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.},
	number = {1},
	urldate = {2015-12-17},
	journal = {Human Biology},
	author = {Fernando, Chrisantha and Valijärvi, Riitta-Liisa and Goldstein, Richard A.},
	year = {2010},
	note = {{\textbackslash}textlessp{\textbackslash}textgreaterVolume 82, Number 1, February 2010{\textbackslash}textless/p{\textbackslash}textgreater},
	pages = {47--75},
}

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.

@book{ako_aotearoa_champion_2010,
	title = {Champion {Excellence} in {Tertiary} {Teaching} and {Learning}. {Ako} {Aotearoa}'s strategic plan: 2010-2013},
	url = {https://akoaotearoa.ac.nz/stategic-plan},
	abstract = {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},
	urldate = {2016-07-12},
	publisher = {Ako Aotearoa},
	author = {Ako Aotearoa, National Centre for Tertiary Teaching Excellence},
	year = {2010},
	keywords = {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},
}

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

@article{de_bres_promoting_2010,
	title = {Promoting a minority language to majority language speakers: television advertising about the {Māori} language targeting non-{Māori} {New} {Zealanders}},
	volume = {31},
	shorttitle = {Promoting a minority language to majority language speakers},
	url = {http://www.tandfonline.com/doi/abs/10.1080/01434632.2010.515988},
	number = {6},
	urldate = {2015-12-01},
	journal = {Journal of Multilingual and Multicultural Development},
	author = {De Bres, Julia},
	year = {2010},
	pages = {515--529},
}

@book{fletcher_motivating_2010,
	address = {Wellington, NZ},
	title = {Motivating literacy learners in today's world},
	isbn = {978-1-877398-65-0},
	abstract = {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.},
	language = {eng},
	publisher = {NZCER Press},
	author = {Fletcher, Jo and Parkhill, Faye and Gillon, Gail T.},
	year = {2010},
	keywords = {Literacy Study and teaching (Elementary) New Zealand., Motivation in education New Zealand.},
}

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.

@article{gallegos_research_2010,
	title = {Research {Note}: {Comparing} indigenous language revitalisation: {Te} reo {Māori} in {Aotearoa} {New} {Zealand} and {Mapudungun} in {Chile}},
	volume = {51},
	issn = {13607456},
	url = {http://doi.wiley.com/10.1111/j.1467-8373.2009.01418.x},
	doi = {10.1111/j.1467-8373.2009.01418.x},
	number = {1},
	journal = {Asia Pacific Viewpoint},
	author = {Gallegos, Carina and Murray, Warwick E. and Evans, Monica},
	month = apr,
	year = {2010},
	keywords = {chile},
	pages = {91--104},
}

@article{hamer_impact_2010,
	title = {The impact on te reo {Māori} of trans-{Tasman} migration},
	url = {http://igps.victoria.ac.nz/WP PDF/2010/IPS WP 1011.pdf},
	abstract = {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},
	number = {July},
	journal = {Institute of Policy Studies},
	author = {Hamer, Paul},
	year = {2010},
	keywords = {Language Shift, te reo Māori, trans-Tasman migration},
	pages = {1--84},
}

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

@phdthesis{moeke-pickering_decolonisation_2010,
	title = {Decolonisation as a social change framework and its impact on the development of {Indigenous}-based curricula for {Helping} {Professionals} in mainstream {Tertiary} {Education} {Organisations}},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/4148},
	abstract = {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.},
	urldate = {2016-01-12},
	school = {University of Waikato},
	author = {Moeke-Pickering, Taima Materangatira},
	year = {2010},
}

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.

@article{bishop_te_2010,
	title = {Te {Kotahitanga}: culturally responsive professional development for teachers},
	volume = {14},
	issn = {1366-4530},
	shorttitle = {Te {Kotahitanga}},
	doi = {10.1080/13664530.2010.494497},
	abstract = {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.},
	number = {2},
	journal = {Teacher Development},
	author = {Bishop, Russell and Berryman, Mere},
	year = {2010},
	keywords = {Classroom Interactions, Indigenous, Māori, Pedagogy, Relationships},
	pages = {173--187},
}

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.

@article{moore_counting_2010,
	title = {Counting the losses: numbers as the language of language endangerment},
	volume = {4},
	issn = {17508657},
	url = {http://www.equinoxjournals.com/SS/article/view/6952},
	doi = {10.1558/sols.v4i1.1},
	number = {1},
	journal = {Sociolinguistic Studies},
	author = {Moore, Robert E and Pietikäinen, Sari and Blommaert, Jan},
	month = oct,
	year = {2010},
	keywords = {Languages, african and native american, language endangerment and shift, minority and indigenous, sámi},
	pages = {1--26},
}

@phdthesis{kaai-mahuta_he_2010,
	title = {He kupu tuku iho mō tēnei reanga: {A} critical analysis of waiata and haka as commentaries and archives of {Māori} political history},
	url = {http://aut.researchgateway.ac.nz/handle/10292/1023},
	abstract = {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.},
	author = {Ka'ai-Mahuta, Rachael Te Āwhina},
	year = {2010},
	keywords = {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},
}

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.

@phdthesis{duder_ko_2010,
	title = {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},
	url = {http://aut.researchgateway.ac.nz/handle/10292/1219},
	abstract = {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.},
	author = {Duder, Elisa Margaret},
	year = {2010},
}

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.

@book{ako_aotearoa_te_2010,
	title = {Te {Kōkiri} i te {Hiranga} i te {Whakaakoranga}, {Akoranga} {Matua}. {Te} mahere rautaki a {Ako} {Aotearoa} 2010-2013},
	url = {https://akoaotearoa.ac.nz/stategic-plan},
	abstract = {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.},
	language = {Te Reo Māori},
	publisher = {Ako Aotearoa},
	author = {Ako Aotearoa, National Centre for Tertiary Teaching Excellence},
	year = {2010},
	keywords = {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},
}

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.

@book{brendan_j_hokowhitu_indigenous_2010,
	title = {Indigenous identity and resistance : researching the diversity of knowledge},
	shorttitle = {Indigenous identity and resistance},
	abstract = {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.},
	language = {eng},
	publisher = {Otago University Press},
	author = {{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}},
	year = {2010},
	keywords = {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.},
}

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.

@phdthesis{skobel_reversing_2010,
	title = {Reversing {Language} {Shift} in {Galicia}. {A} {Present}-{Day} {Perspective}},
	url = {http://liu.diva-portal.org/smash/record.jsf?pid=diva2:357015},
	abstract = {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},
	author = {Skobel, Ekaterina},
	year = {2010},
}

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

@article{nock_participant_2010,
	title = {Participant responses to a tertiary-level {Maori} language immersion programme: {Reporting} on a questionnaire-based survey},
	volume = {11},
	issn = {1175-3099},
	shorttitle = {Participant responses to a tertiary-level {Maori} language immersion programme},
	abstract = {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.},
	number = {2},
	journal = {He Puna Korero: Journal of Maori and Pacific Development},
	author = {Nock, Sophie},
	year = {2010},
	keywords = {Language And Culture, Maori language–Study and teaching, Students, Teaching–Methodology},
	pages = {53--76},
}

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.

@phdthesis{te_ruki_na_2010,
	title = {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?},
	url = {http://aut.researchgateway.ac.nz/handle/10292/1044?show=full},
	abstract = {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.},
	author = {Te Ruki, Gary David Brent},
	year = {2010},
	keywords = {Hapū, Marae, Māori leadership, Tikanga Maori, Whakapapa},
}

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.

@article{fryer_engagement_2010,
	title = {Engagement with the {Mäori} {Language} {Benchmark} {Survey} 2009 {Volume} 1 23},
	volume = {1},
	url = {http://www.tetaurawhiri.govt.nz/english/pub_e/regensurvey.pdf},
	abstract = {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},
	number = {April},
	author = {Fryer, Katrina},
	year = {2010},
}

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

@book{kalafatelis_engagement_2010,
	address = {Wellington, NZ},
	title = {Engagement with the {Māori} language benchmark survey 2009. {Volume} 1},
	abstract = {\$\$Cgeneral\_note\$\$V"23 April 2010.", \$\$Cgeneral\_note\$\$V"Project number \#3970."},
	language = {eng},
	publisher = {Research New Zealand},
	author = {Kalafatelis, Emanuel and {K Fryer} and Hansen, Bronwen and Fifield, Royna and {New Zealand. Māori Language Commission} and {Research New Zealand}},
	year = {2010},
	keywords = {Language surveys New Zealand Statistics., Maori language Social aspects Statistics., Maori language Statistics., Reo Māori., Tatauranga.},
}

$$Cgeneral_note$$V"23 April 2010.", $$Cgeneral_note$$V"Project number #3970."

@article{kandler_language_2010,
	title = {Language shift, bilingualism and the future of {Britain}'s {Celtic} languages.},
	volume = {365},
	issn = {1471-2970},
	url = {http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2981914&tool=pmcentrez&rendertype=abstract},
	doi = {10.1098/rstb.2010.0051},
	abstract = {'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.},
	number = {1559},
	journal = {Philosophical transactions of the Royal Society of London. Series B, Biological sciences},
	author = {Kandler, Anne and Unger, Roman and Steele, James},
	month = dec,
	year = {2010},
	pmid = {21041210},
	keywords = {19th Century, 20th Century, 21st Century, Cultural Evolution, Emigration And Immigration, Great Britain, History, Humans, Language, Language: history, Models, Multilingualism, Theoretical},
	pages = {3855--64},
}

'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.

@article{middleton_ka_2010,
	title = {Ka rangona te reo: the development of {Māori}-language television broadcasting in {Aotearoa} {New} {Zealand}},
	volume = {3},
	shorttitle = {Ka rangona te reo},
	url = {http://www.tekaharoa.com/index.php/tekaharoa/article/viewArticle/73},
	abstract = {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.},
	number = {1},
	urldate = {2015-12-21},
	journal = {Te Kaharoa},
	author = {Middleton, Julie},
	year = {2010},
}

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.

@book{st._clair_indigenous_2010,
	title = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \& {Lessons} {Learned}},
	isbn = {0-9670554-4-X},
	author = {St. Clair, Robert N.},
	year = {2010},
}

@article{bell_advocating_2010,
	title = {Advocating {For} {A} {Threatened} {Language}: {The} {Case} {For} {Maori} {On} {Television} {In} {Aotearoa}/{New} {Zealand}},
	volume = {53},
	shorttitle = {Advocating {For} {A} {Threatened} {Language}},
	url = {https://search.informit.com.au/documentSummary;res=IELHSS;dn=830323446356268},
	abstract = {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.},
	language = {eng},
	journal = {Te Reo},
	author = {Bell, Allan},
	year = {2010},
	note = {primary},
	keywords = {5611, Article, Language Maintenance (42950), Language Planning/Policy, Language Policy (43450), New Zealand (57650), Polynesian Languages (66550), Sociolinguistics, Television (88300)},
	pages = {3--26},
}

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.

@article{de_bres_attitudes_2010,
	title = {Attitudes of non-{Māori} {New} {Zealanders} towards the use of the {Māori} in {New} {Zealand} {English}},
	issn = {1173-9886},
	url = {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},
	abstract = {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.},
	language = {eng},
	number = {24},
	journal = {New Zealand English Journal Issue},
	author = {De Bres, Julia},
	year = {2010},
	keywords = {English Language – Foreign Words And Phrases – Maori, Maori Language – Social Aspects, New Zealanders, Reo Māori, Sociolinguistics},
	pages = {13},
}

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.

@phdthesis{lysaght_teanga_2010,
	type = {Thesis},
	title = {Teanga \& {Tikanga}: a comparative study of {National} broadcasting in a minority language on {Māori} {Television} and {Teilifís} na {Gaeilge}},
	copyright = {https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm},
	shorttitle = {Teanga \& {Tikanga}},
	url = {https://researchspace.auckland.ac.nz/handle/2292/6729},
	abstract = {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.},
	urldate = {2015-12-21},
	school = {ResearchSpace@Auckland},
	author = {Lysaght, Ruth},
	year = {2010},
}

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.

@book{new_zealand._te_puni_kokiri_nga_2010,
	address = {Wellington, NZ},
	series = {Whakarāpopotonga ({Online}) ; 2010-004},
	title = {Ngā waiaro atu ki te reo {Māori} {Attitudes} toward the {Māori} language.},
	url = {http://ndhadeliver.natlib.govt.nz/delivery/DeliveryManagerServlet?dps_pid=IE21614297&dps_custom_att_1=ilsdb},
	abstract = {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.},
	language = {eng;mao},
	publisher = {Te Puni Kōkiri},
	author = {{New Zealand. Te Puni Kōkiri}},
	year = {2010},
	keywords = {Language surveys New Zealand., Maori (New Zealand people) Attitudes., Maori language Public opinion., New Zealanders Attitudes, Rangahau Māori., Reo Māori.},
}

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.

@techreport{tehan_tai_2010,
	title = {Tai {Ya} in {Thailand} {Present} and {Future} : {Reversing} {Language} {Shift}},
	url = {http://ic.payap.ac.th/graduate/linguistics/papers/Tai_Ya_Vitality_Paper_Dec2010.pdf},
	abstract = {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},
	number = {December},
	author = {Tehan, Thomas M and Dawkins, Erin},
	year = {2010},
	pages = {1--42},
}

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

@article{neill_ka_2010,
	title = {Ka {Rangona} te {Reo} : {The} {Development} of {Māori} -language {Television} {Broadcasting} in {Aotearoa} {New} {Zealand}},
	journal = {Te Kaharoa},
	author = {Neill, Karen},
	year = {2010},
}

@article{wyeth_rangatiratanga_2010,
	title = {Rangatiratanga and Ōritetanga: responses to the {Treaty} of {Waitangi} in a {New} {Zealand} study},
	volume = {15},
	shorttitle = {Rangatiratanga and Ōritetanga},
	url = {http://www.tandfonline.com/doi/abs/10.1080/13557851003721194},
	number = {3},
	urldate = {2015-12-21},
	journal = {Ethnicity \& health},
	author = {Wyeth, Emma H. and Derrett, Sarah and Hokowhitu, Brendan and Hall, Craig and Langley, John},
	year = {2010},
	pages = {303--316},
}

@article{aperahama_te_2010,
	title = {Te {Puna} o {Waiōrea}},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},
	abstract = {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.},
	language = {mao},
	journal = {He Muka},
	author = {Aperahama, Hareruia},
	year = {2010},
	keywords = {Language And Culture, Maori (New Zealand People) – Language, Māori Language – Study And Teaching, Reo Māori, Whānau},
}

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.

@article{love_native_2010,
	title = {The native speaker and the mother tongue},
	volume = {32},
	issn = {03880001},
	url = {http://linkinghub.elsevier.com/retrieve/pii/S0388000110000653},
	doi = {10.1016/j.langsci.2010.09.003},
	number = {6},
	journal = {Language Sciences},
	author = {Love, Nigel and Ansaldo, Umberto},
	month = nov,
	year = {2010},
	keywords = {language and identity},
	pages = {589--593},
}

@techreport{new_zealand._te_puni_kokiri_2009_2010,
	title = {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},
	url = {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},
	abstract = {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.},
	language = {eng;mao},
	institution = {Te Puni Kōkiri},
	author = {{New Zealand. Te Puni Kōkiri}},
	year = {2010},
	keywords = {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.},
	pages = {84},
}

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.

@article{mataira_he_2010,
	title = {He {Kāinga} {Kōrerorero}},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},
	abstract = {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.},
	language = {mao},
	journal = {He Muka},
	author = {Mataira, Te Heikōkō},
	year = {2010},
	keywords = {Language And Culture, Language Maintenance, Maori (New Zealand People) – Language, Maori Language – Social Aspects, Māori Language, Reo Māori, Whānau},
}

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.

@article{hammond_he_2010,
	title = {He whānau o {He} {Kāinga} {Kōrerorero}},
	volume = {23},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/assets/Corporate-publications/He-Muka/2010/Putanga-23-1-Ngahuru-2010.pdf},
	abstract = {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.},
	language = {mao},
	number = {1 Ngahuru},
	journal = {He Muka},
	author = {Hammond, Hiria},
	year = {2010},
	keywords = {Families, Hammond, Hiria, Language And Culture, Maori (New Zealand People) – Language, Maori Language – Social Aspects, Māori Language – Study And Teaching, Reo Māori, Whānau},
	pages = {10--11},
}

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.

@book{hamer_paul_impact_2010,
	address = {Wellington, NZ},
	series = {Institute of {Policy} {Studies} working paper ; 10/08},
	title = {The impact on te reo {Māori} of trans-{Tasman} migration},
	url = {http://igps.victoria.ac.nz/WP%20PDF/2010/IPS%20WP%201011.pdf},
	abstract = {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.},
	language = {eng},
	publisher = {Institute of Policy Studies},
	author = {{Hamer, Paul}},
	year = {2010},
	keywords = {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.},
}

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.

@article{houkamau_multi-dimensional_2010,
	title = {The {Multi}-dimensional {Model} of {Maori} {Identity} and {Cultural} {Engagement}},
	volume = {39},
	issn = {0112-109X},
	abstract = {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.},
	language = {English},
	number = {1},
	journal = {New Zealand Journal of Psychology},
	author = {Houkamau, Carla A. and Sibley, Chris G.},
	year = {2010},
	keywords = {8NEWZ, Cultural identity–Models, Identification equipment–Evaluation, Maoris–Demographic aspects, Maoris–Social aspects, New Zealand},
	pages = {8},
}

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.

@phdthesis{hata_te_2010,
	title = {Te {Waikāmihi} ki te {Pō}, {Te} {Waikāmihi} ki te {Ao}},
	author = {Hata, Alexandra},
	year = {2010},
}

@article{de_bres_behaviours_2009,
	title = {The {Behaviours} of {Non}-{Maori} {New} {Zealanders} towards the {Maori} {Language}},
	volume = {52},
	issn = {0494-8440},
	abstract = {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.},
	language = {eng},
	journal = {Te Reo},
	author = {de Bres, Julia},
	year = {2009},
	keywords = {Maori language–Social aspects},
	pages = {17--45},
}

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.

@article{hornberger_multilingual_2009,
	title = {Multilingual education policy and practice: {Ten} certainties (grounded in {Indigenous} experience)},
	volume = {42},
	issn = {0261-4448},
	shorttitle = {Multilingual education policy and practice},
	doi = {10.1017/S0261444808005491},
	abstract = {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 ]},
	language = {eng},
	number = {2},
	journal = {Language Teaching},
	author = {Hornberger, Nancy},
	year = {2009},
	keywords = {Globalization, Language Instruction, Language Policy, Multilingualism},
	pages = {197--211},
}

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 ]

@book{warner_revitalization_2009,
	title = {Revitalization in a scattered language community: {Problems} and methods from the perspective of {Mutsun} language revitalization},
	volume = {198},
	abstract = {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.},
	author = {Warner, Natasha and Luna, Quirina and Butler, Lynnika and Van Volkinburg, Heather},
	year = {2009},
}

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.

@incollection{king_changing_2009,
	title = {Changing {Pronunciation} of the {Māori} {Language} {Implications} for {Revitalization}},
	isbn = {0-9670554-4-X},
	url = {jan.ucc.nau.edu/ jar/ILR/ILR-7.pdf},
	abstract = {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},
	booktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \& {Lessons} {Learned}},
	author = {King, Jeanette and Harlow, Ray and Watson, Catherine and Keegan, Peter and Maclagan, Margaret},
	year = {2009},
	keywords = {Diphthong Analysis, Kounga, Language is identity, Māori Language, Phonemes, Pronunciation, Pronunciation aid, Second Language Speakers, Sound Change, Sound system, Vowel System, indigenous language Revitalization},
	pages = {85--96},
}

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

@incollection{rice_must_2009,
	title = {Must {There} {Be} {Two} {Solitudes}? {Language} {Activists} and {Linguists} {Working} {Together}},
	isbn = {0-9670554-4-X},
	url = {http://jan.ucc.nau.edu/ jar/ILR/ILR-4.pdf},
	abstract = {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.},
	booktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \& {Lessons} {Learned}.},
	author = {Rice, Keren},
	year = {2009},
	pages = {37--59},
}

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.

@book{international_indigenous_librarians_forum_maku_2009,
	title = {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.},
	shorttitle = {Māku anō e hanga tōku nei whare {Determining} our future},
	abstract = {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.},
	language = {eng},
	publisher = {Te Rōpū Whakahau ; Otaki, NZ},
	author = {{International Indigenous Librarians' Forum}},
	year = {2009},
	keywords = {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.},
}

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.

@article{spolsky_rescuing_2009,
	title = {Rescuing {Maori}: {The} last 40 years},
	volume = {6},
	url = {http://www.elpublishing.org/docs/1/06/ldd06_02.pdf},
	abstract = {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.},
	number = {January 2008},
	journal = {Language Documentation and Description},
	author = {Spolsky, Bernard},
	year = {2009},
	pages = {11--36},
}

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.

@techreport{timutimu_reo_2009,
	title = {Reo o te {Kāinga} ({Language} of the {Home}) {A} {Ngāi} {Te} {Rangi} {Language} {Regeneration} {Project}},
	url = {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},
	abstract = {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.},
	author = {Timutimu, Ngareta and Ormsby-Teki, Teraania and Ellis, Riri},
	year = {2009},
	pages = {109--120},
}

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.

@article{noauthor_study_2009,
	title = {Study towards {Māori} teaching expertise},
	issn = {1174-8818},
	abstract = {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.},
	language = {eng},
	year = {2009},
	keywords = {Etc, Fellowships, Immersion Method (Language Teaching), Māori Language – Study And Teaching, Teachers – Scholarships},
}

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.

@article{king_language_2009,
	title = {Language is life: the worldview of second language speakers of {Māori}},
	shorttitle = {Language is life},
	url = {http://epub.sub.uni-hamburg.de/epub/volltexte/2013/23244/pdf/ILR.pdf#page=105},
	abstract = {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.},
	urldate = {2015-12-22},
	journal = {Indigenous language revitalization: encouragement, guidance \& lessons learned},
	author = {King, Jeanette},
	year = {2009},
	pages = {97--108},
}

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.

@article{wehi_missing_2009,
	title = {Missing in translation: {Maori} language and oral tradition in scientific analyses of traditional ecological knowledge ({TEK})},
	volume = {39},
	issn = {0303-6758},
	url = {http://www.informaworld.com/openurl?genre=article&doi=10.1080/03014220909510580&magic=crossref||D404A21C5BB053405B1A640AFFD44AE3},
	doi = {10.1080/03014220909510580},
	number = {4},
	journal = {Journal of the Royal Society of New Zealand},
	author = {Wehi, Priscilla and Whaanga, Hemi and Roa, Tom},
	month = dec,
	year = {2009},
	pages = {201--204},
}

@article{erb_whanau_2009,
	title = {Whānau get involved; {Fleshing} out the meaning; {Kura} embark on new directions},
	issn = {1174-8818},
	url = {not available in electronic format},
	abstract = {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.},
	language = {eng},
	author = {Erb, Wayne},
	year = {2009},
	keywords = {Immersion Method (Language Teaching), Maori (New Zealand People) – Education, Native Language And Education, Schools – Citizen Participation},
}

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.

@incollection{hornberger_frameworks_2009,
	title = {Frameworks and models in language policy and planning.},
	copyright = {Sign up to download},
	shorttitle = {978-1-4051-1497-4},
	url = {http://www.academia.edu/1021104/Frameworks_and_models_in_language_policy_and_planning},
	abstract = {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.},
	booktitle = {An introduction to language policy: {Theory} and method.},
	publisher = {Wiley},
	author = {Hornberger, Nancy H.},
	year = {2009},
	keywords = {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},
	pages = {1--25},
}

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.

@book{new_zealand._te_puni_kokiri_he_2009,
	address = {Wellington, NZ},
	title = {He kura {Māori} mō tō tamaiti {Māori} immersion education for your child.},
	url = {https://www.tpk.govt.nz/mi/a-matou-mohiotanga/education/maori-immersion-education-for-your-child},
	abstract = {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},
	language = {mao;eng},
	publisher = {Te Puni Kōkiri},
	author = {{New Zealand. Te Puni Kōkiri}},
	year = {2009},
	keywords = {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.},
}

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

@incollection{kroskrity_language_2009,
	title = {Language {Renewal} as {Sites} of {Language} {Ideological} {Struggle} {The} {Need} for “{Ideological} {Clarification}”},
	isbn = {0-9670554-4-X},
	url = {http://jan.ucc.nau.edu/ jar/ILR/ILR-6.pdf},
	abstract = {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.},
	booktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \& {Lessons} {Learned}},
	author = {Kroskrity, Paul V},
	year = {2009},
	pages = {71--83},
}

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.

@book{new_zealand._te_puni_kokiri_kia_2009,
	address = {Wellington, NZ},
	title = {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.},
	isbn = {978-0-478-34501-8},
	abstract = {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.},
	language = {eng},
	publisher = {Te Puni Kōkiri},
	author = {{New Zealand. Te Puni Kōkiri}},
	year = {2009},
	keywords = {Maori (New Zealand people) Education., Maori language Study and teaching Evaluation., Mātauranga., Reo Māori., Teachers In-service training New Zealand.},
}

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.

@article{darwin_legal_2009,
	title = {The {Legal} {Māori} archive : construction of a large digital collection},
	issn = {1177-3316},
	shorttitle = {The {Legal} {Māori} archive},
	abstract = {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.},
	language = {eng},
	author = {Darwin, Jason and Stephens, Māmari},
	year = {2009},
	keywords = {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},
}

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.

@article{duff_indigenous_2009,
	title = {Indigenous, {Minority}, and {Heritage} {Language} {Education} in {Canada}: {Policies}, {Contexts}, and {Issues}},
	volume = {66},
	issn = {0008-4506},
	url = {http://www.utpjournals.press/doi/pdf/10.3138/cmlr.66.1.001},
	doi = {10.3138/cmlr.66.1.001},
	number = {1},
	journal = {Canadian Modern Language Review/ La Revue canadienne des langues vivantes},
	author = {Duff, Patricia A. and Li, Duanduan},
	month = sep,
	year = {2009},
	keywords = {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},
	pages = {1--8},
}

@book{new_zealand._ministry_of_education_high_2009,
	address = {Wellington, NZ},
	title = {High level executive summary quality teaching, research and development : {Māori} medium.},
	shorttitle = {High level executive summary quality teaching, research and development},
	abstract = {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},
	language = {eng},
	publisher = {Ministry of Education},
	author = {{New Zealand. Ministry of Education}},
	year = {2009},
	keywords = {Elementary school teachers In-service training New Zealand., Kura kaupapa Māori.},
}

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

@techreport{may_hangaia_2009,
	title = {Hangaia te mātāpuna o te mōhio. {Learning} foundations for {Māori} adults},
	author = {May, Stephen},
	year = {2009},
}

@phdthesis{grant_talk_2009,
	title = {Talk more: {Student} {Learning} through {Reciprocal} {Conversations}},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/3579},
	abstract = {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},
	author = {Grant, Sarah},
	year = {2009},
	keywords = {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},
}

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

@article{keepa_te_2009,
	title = {Te {Arawa} māngai hui},
	issn = {1177-7249},
	url = {http://www.tetaurawhiri.govt.nz/about-us/corporate/he-muka/},
	abstract = {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.},
	language = {mao},
	journal = {He Muka},
	author = {Keepa, Mataia},
	year = {2009},
	keywords = {Language Revival, Māori Language, Reo Māori},
}

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.

@incollection{king_language_2009,
	title = {Language is {Life} {The} {Worldview} of {Second} {Language} {Speakers} of {Māori}},
	isbn = {0-9670554-4-X},
	url = {http://www.canterbury.ac.nz/spark/Researcher.aspx?researcherid=85488},
	abstract = {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},
	booktitle = {Indigenous {Language} {Revitalization}: {Encouragement}, {Guidance} \& {Lessons} {Learned}},
	author = {King, Jeanette},
	year = {2009},
	keywords = {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},
	pages = {97--108},
}

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

@article{rewi_raising_2009,
	title = {Raising bi-lingual tamariki},
	issn = {1177-7222},
	abstract = {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.},
	language = {eng},
	author = {Rewi, Adrienne},
	year = {2009},
	keywords = {Bilingual, Bilingualism, Education, Kāi Tahu (New Zealand People), Māori Language – Study And Teaching, Reo Māori},
}

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.

@article{o&apos_toitu_2009,
	title = {Toitū te iwi : a journey in the evolution of cultural identity},
	issn = {1178-6035},
	shorttitle = {Toitū te iwi},
	url = {http://tekaharoa.com/index.php/tekaharoa/article/view/45},
	abstract = {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.},
	language = {eng},
	urldate = {2016-07-17},
	author = {{O\&Apos} and O'Regan, Hana},
	year = {2009},
	keywords = {Kāi Tahu (New Zealand People), Māori (New Zealand People) – Ethnic Identity, Māori (New Zealand People) – Language, Reo Māori},
}

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.

@book{reyhner_indigenous_2009,
	title = {Indigenous language revitalization : encouragement, guidance \& lessons learned},
	shorttitle = {Indigenous language revitalization},
	abstract = {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.},
	language = {eng},
	publisher = {Northern Arizona University},
	author = {Reyhner, Jon Allan and Lockard, Louise and {Stabilizing Indigenous Languages Symposium}},
	year = {2009},
	keywords = {Endangered languages Congresses., Language maintenance Congresses., Language policy Congresses., Linguistic minorities Congresses., Linguistic minorities Government policy Congresses.},
}

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.

@techreport{ahlers_language_2009,
	type = {Conference {Presentation}},
	title = {Language {Restoration} {Before} {Funding}: {Or}, what to do before the grants come through.},
	url = {http://linguistics.berkeley.edu/ survey/documents/survey-reports/survey-report-14.06-ahlers.pdf},
	number = {Report 14 Survey of California and other Indian languages.},
	institution = {University of California at Berkeley},
	author = {Ahlers, Jocelyn C.},
	year = {2009},
	keywords = {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},
	pages = {48--59},
}

@book{ngata_te_2009,
	title = {Te {Hū} o {Te} {Puoro} {Ko} te mōteatea te mataaho ki te pā o te hinengaro {Māori}, ki te ao {Māori}},
	author = {Ngata, Wayne James},
	year = {2009},
	keywords = {Māori chants, Mōteatea, Waiata},
}