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26171.pdf (1.23 MB)

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2013-03-02

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Clarke, Te Hurinui

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Clarke, Te Hurinui

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Māori medium schools have been established and include early childhood education centres, primary schools, secondary schools and tertiary institutions. Even with the emergence of these Māori medium educational facilities, 85% of Māori students aged 13 to 18 still choose to attend English medium schools. If te reo Māori is to be maintained by young Māori speakers who are able to be fluent Māori speakers in their communities, then retention in senior te reo Māori programmes in English medium schools is vital. Mā te huruhuru, te manu ka rere translates as “With feathers birds can fly”. This research was conducted across six English medium secondary schools in Waitaha, Canterbury, New Zealand. These schools represented a cross section of decile ranges, single sex and co-educational schools and were urban or rurally located. The students were both Māori and non-Māori in years 11 to 13. While this group represented a general cross section of schools in the Waitaha rohe (region) there were no private schools included in this cohort. This whakataukī or proverb reinforces the notion that with support from the many stake holders involved in education (the feathers) our fledgling students (the birds) will be able to soar. This presentation focuses primarily on research exploring the factors which affect the retention of students in te reo Māori (Māori language) classes in English medium schools in Waitaha, Canterbury New Zealand. A mixed methodology was used to collect the data. A survey was first carried out to collect some baseline data. As a result, a school was selected to participate in the remainder of the research. A focus group interview was conducted with these students. The data collected from the focus group interview was compiled alongside the survey data. A teacher was also involved as a research participant. The teacher was selected by virtue of their school having the highest rates of retention of students in senior te reo Māori programmes out of the six participant schools. An individual interview was conducted with the teacher. This data collection process was underpinned by principles of Kaupapa Māori research ensuring the cultural safety of all of the research participants. The findings from this research have only just been reported in my Masters thesis.

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http://hdl.handle.net/10125/26171

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Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported

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3rd International Conference on Language Documentation and Conservation (ICLDC)