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(64%, n=39) rating themselves as lacking confidence; the mode for reporting confidence in speaking in te reo Māori was 2 on a five-point scale (n=33, 43%) and a further 21% (n=16) rated themselves below that level of confidence. However, that statistic means that of the remaining 15% (n=11) rated themselves more positively. Specifically, 9 respondents (12%) rated themselves at level 4, and of these 3 were Māori and 6 were New Zealand European. Both respondents who rated themselves at level 5 were Māori (n=2, 3%). This finding about level 4 is both interesting and encouraging because it suggests there is a gradual shift by Pākehā teachers towards demonstrating greater comfort, but not necessarily total fluency, in te reo Māori. This finding, to a lesser extent, also verifies that when something positive is implemented in an educational setting to nurture intentional change, staff are generally responsive. This was especially illustrated in Case Study Two, where confidence grew for both teachers (i.e. the leader and the person being led) throughout the research. Alison, the head teacher who had become noticeably more confident as she reclaimed her prior knowledge of te reo Māori, wrote in her journal: I have noticed Brodie now uses the greeting „Kia ora‟ also when answering the phone. This shows how she has gained confidence with moving ahead with using te reo (Jl: A, 2/9/04). I do not doubt the authenticity of Alison‟s claim which is consistent with my own observations of Brodie‟s developing confidence. (However, it should also be noted that the greeting kia ora has become increasingly commonplace.) An issue emerged for Māori about role modelling te reo Māori. Māori are not homogeneous as a people and neither are their viewpoints. As one respondent noted, not all Māori families wanted te reo Māori to be spoken at their early childhood education centre: We try to incorporate bicultural values but not having a native speaker or many Māori families things don‟t always work out. Some of our Māori families tell us that if they wanted tikanga me te reo Māori they would send their child to a Kōhanga Reo (R. 112). This response was similar to what I was told by Māori at the He Tirohanga Karearea Conference in Hawkes Bay in 2004 when I spoke informally to other attendees about my struggle with speaking te reo Māori correctly. They also suggested that if fluent te reo Māori was wanted parents would send their children to Kōhanga Reo. Clearly, a tension exists for teachers: the majority are not fluent 208
enough in te reo Māori to offer the language standard of Kōhanga Reo, but they are required to implement Tiriti-based curriculum. Moreover teachers on the whole appear supportive of implementation. For adult learners such as the teachers in this study, the aim of achieving native-like pronunciation of a second language may, however, be unattainable (Lightbown & Spada, 2007). And although adults may learn and use a large vocabulary of words and phrases, accuracy in grammar will almost certainly be beyond them: “surprisingly, even the ability to distinguish between a grammatical and a non-grammatical sentence appears to be affected by the age factor” (Lightbown & Spada, 2007, p. 63). However, it is not the role of this thesis to contest that reality. What is important within this study is to introduce constructive ways in which teachers can manage language acquisition as they seek to implement Tiriti-based curriculum. In that regard, an important aspect of successfully implementing Tiriti- based curriculum is having the support of other teachers as competency and confidence grow. However, having time to learn is also important and the following quote summarises that issue: One of the points is how can we, as busy early childhood educators; keep our te reo Māori and Māori language up-to-date? How can te reo Māori education providers make language and culture teaching more approachable? I am not a fast learner; it took me a while to learn new language (Jl: C, 12/08). Clearly, early childhood teachers need time to learn te reo Māori, and achieving confidence is also important. Having time, attaining confidence, and being able to practice with other colleagues represents a big ask. Nevertheless, as this thesis has consistently pointed out, a positive approach to development is needed as the following section demonstrates. 6.4.5 Support In this study it was apparent that teachers value the support they derive from books produced by the Ministry of Education such as Quality in Action (Ministry of Education, 1998). In addition, teachers clearly appreciated Ministry produced Tiriti-based resources such as children‟s books, posters, and games in te reo Māori. However, the most valued support was gifted by whānau Māori. Such opportunities mainly arose because whānau Māori had children at the centre: 209
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Christine Joyce Jenkin SUPPORTING T
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3.4 Ethics ........................
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Appendix C: Comparisons of Early Ch
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Attestation of Authorship I hereby
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It was extremely providential that
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Abstract Te Whāriki, the national
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Prologue This thesis is the story o
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ead in my room. The freedom to be o
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were spoken by some families in the
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I was drawn towards those methodolo
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educational journey, enrolling in a
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means that centres which are parent
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1.1 Overview Chapter One: Backgroun
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(all the time). It was from these b
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lend of the positive workshop dimen
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3. Reality is created in the moment
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preparing children for life and Wha
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For early childhood teachers in Aot
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However, in order to understand Te
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karakia and waiata. In 1989 the Nat
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constructing the curriculum were de
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contributions to decision making”
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Principle Three - Whānau Tangata F
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traditional rituals that are still
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Action development enabled Tiriti-b
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contribution of this thesis are rev
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language skills and growing cultura
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opposed to the notion of bicultural
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Secondly, as previous research (Het
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iculturalism. It was found that thi
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te reo Māori. The Western Canadian
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about Tiriti-based curriculum and t
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I would argue, therefore, that this
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directed by Margaret Carr and Wendy
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implement Te Whāriki (May, 2001; N
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effective practices, additionally,
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was anxious to avoid both the prepa
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At first glance there seems to be a
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2.3.2 Philosophy From the start it
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The implementation of Te Whāriki e
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place to develop an early childhood
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particularly relevant for Tiriti-ba
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which had also been examined from a
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e learnt like a curriculum subject
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However, what is occurring in early
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Inuktitut language. Thus, the curri
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welcoming process in building those
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this discussion is “how come you
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ecently, Colbung, Glover, Rau and R
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As already noted, a mixture of meth
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this project my way of thinking was
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early childhood setting. In particu
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these are discussed in Chapter Four
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with the research, either directly
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The first one I read was by Madelin
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do good research is to solve real p
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The issues for these teachers, whic
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The third stage encompasses the des
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esearch cycles, both as method and
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explained why I changed methodology
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Table 3.3 summarises, how ethical p
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opportunity to read reports and dis
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ecause the fieldwork needs to be th
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Despite my concerns about possible
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Study One, which I considered to be
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implemented within early childhood
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However, once I had started the dat
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confidential and therefore, as in C
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even more importantly research proc
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likely be at a different place on t
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discernable. However, as can been s
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approached a local centre that had
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(Oakley, 2000). Further, I assert t
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they haven‟t thought about the is
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The number of questionnaires distri
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curriculum in early childhood centr
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and challenges as they did this - t
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and appreciative inquiry was tape r
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4.3.2.4 Interviews During the analy
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clear to me they would use differen
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4.4.2 Critical Conversations One of
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passionate writing” (Ellis & Boch
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4.4.6 Data Analysis Extracting mean
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Chapter Five: Findings from Within
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Page 171 and 172: child-initiated. There was, however
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Page 175 and 176: Nevertheless, as I discussed in cha
Page 177 and 178: where she had participated in bicul
Page 179 and 180: 5.3.1 Whanaungatanga The teachers i
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Page 183 and 184: 5.4 Case Study Three Case Study Thr
Page 185 and 186: I learnt a lot of Māori - like how
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Page 189 and 190: Similarly, Shani reflected on how p
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Page 207 and 208: To summarise across the three cases
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Page 219: Brodie saw how her initial attempts
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Page 235 and 236: Not everyone feels confident to del
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Page 241 and 242: Chapter Seven: Discussion and Concl
Page 243 and 244: The second dimension for Tiriti-bas
Page 245 and 246: ōna tikanga. This thesis has shown
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Page 249 and 250: The success of the three distinct c
Page 251 and 252: Thus, action development is what I
Page 253 and 254: noted Te Whāriki lacks specific co
Page 255 and 256: This continuum depicts movement fro
Page 257 and 258: fearfulness about making mistakes a
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Page 261 and 262: which is why it is in the central p
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Teachers want to include Tiriti-bas
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Committee. Finding a balance in wor
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7.9 The Last Word Early childhood t
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Piritahi Dining room Piupiu Flax sk
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Te Tiriti o Waitangi/ Treaty of Wai
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7. Please put a tick in the box tha
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Appendix B: Te Tiriti o Waitangi (M
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Mana Atua Well-being The health and
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Te Whāriki Goals Reflective Questi
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Appendix D: Ethics Approval 277
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279
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correct te reo Māori me ōna tikan
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Benton, M. (1979). Māori English:
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Cardno, C. (2003). Action research:
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Crotty, M. (1998). Introduction: Th
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Education Review Office (1998). The
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Hansen, J. (2005). On developing an
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Kane, R. (2005). Initial teacher ed
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Revised and expanded from case stud
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Moon, P. (2002). The path to the Tr
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O'Laoire, M. (1996). Developing lan
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Ritchie, J. (2002b). "It's becoming
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Smith, L. T. (1999). Decolonizing m
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Walker, R. (2008). The philosophy o
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