He Reofor Our Future: Te Reo Māori and Teacher Identities, Attitudes, and Micro-Policies in Mainstream New Zealand Schools

He reo ka tipu i ngā kura Growing te reo Māori in schools

“…A similar conclusion was reached by Barr and Seals (2018), who examined the experiences of three Pākehā primary school teachers as they sought to incorporate te reo Māori into their classroom programmes. Specifically, Barr and Seals found that the teachers in their study "were often concerned about their pronunciation and not wanting to use te reo in 'token ' ways" (p. 443).…”

“…Much has been written about the challenges that English-medium primary schools can encounter when they seek to provide students with opportunities to learn te reo Māori (Gardiner & Parata Ltd, 2004;McPherson, 1994;Murrow et al, 2006;Ohia, 1993;Wylie & MacDonald, 2020). There is, however, a growing body of knowledge about those practices and approaches that have been shown to assist schools with strengthening their provision of reo Māori teaching and learning opportunities (Barr & Seals, 2018;Education Review Office, 2020b;Hunia et al, 2018;Murphy et al, 2019;Smith et al, 2020).…”

“…In contrast, micro-level language planning is undertaken by individuals and groups to address the language needs of their own local speech community (Baldauf, 2006;Seals & Peyton, 2017). Within an educational context, language planning of this type typically occurs at the school level and is often undertaken by school leaders and teachers (Baldauf, 2006;Barr & Seals, 2018;Jones, 2014).…”

“…The identity of an individual is known to influence the attitudes that they have towards a language (Ager, 2005). Likewise, the language teaching practices of classroom teachers-who are ultimately responsible for enacting macro-level language policies-are heavily influenced by their attitudes towards and beliefs about language (Barr & Seals, 2018;Jones, 2014).…”

“…To date, however, there have only been a few attempts to examine whether-and if so, howidentifying as Māori or non-Māori shapes teachers' attitudes towards and experiences of providing their students with instruction in te reo Māori (Barr & Seals, 2018;Coffin, 2013;Hunia et al, 2018). The unique context of Aotearoa New Zealand means that English-medium primary schools must carefully consider the role of both Māori and non-Māori teachers when it comes to providing their students with reo Māori learning opportunities.…”