Wairua and the relationship it has with learning te reo ... - Clear Net

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Abstract: This “compressed ethnographic study” (LeCompte & Schensul 1999:59,88) investigates wairua as an aspect of second language acquisition within the organisation of Te Ataarangi, and suggests that wairua is an important phenomenon within the discipline of second language teaching and learning. As this particular area of enquiry has not been a subject of research, the literature review was essentially interdisciplinary. A literature search that incorporated Ethno-linguistics, Linguistics, Psycholinguistics, Philosophy, Psychology, Physics and Indigenous epistemologies provided the support for clear understandings that are being discussed in this thesis. An analysis of ‘organic intellectual’ experiences and flax-root theory regarding wairua and its relationship with learning te reo Māori was interpreted through Māori and Language Acquisition epistemologies based upon implicit learning, and then tied back to other disciplines when the literature was scarce. Wairua a spiritual phenomenon, as described by participants in this study enters the learning environment through a variety of means, which can then be utilised within the teaching and learning process. It is posited that this is essentially through a physical gateway as paralinguistic phenomena, such that sound vibration derived from positive thought intent with related kinaesthetic body responses act as vehicles to transport wairua. Thus wairua becomes an affective input for the implicit unconscious of students. Common links, patterns and themes within participant interview material triangulated with observations, written teaching resources and documents were arrived at with the aid of NVivo, a computer program designed specifically to “give access to data” that “can be examined and analysed” (Gibbs 2002:11) in order to build theoretical understandings. Teaching principles and practices identified by participants as the essential keys in accessing wairua to enhance the learning of te reo Māori are documented. This study opens the field for further investigation which potentially strengthens the work being done to “further current goals for Māori wellbeing” (Durie1995:8) within the cultural framework of a Māori world view. 6
Acknowledgements: I firstly wish to acknowledge the organisation of Te Ataarangi and all its members who have given me a foundation for my language and a sense of belonging. Kei te mihi hoki, ki a koe John Reremoana Te Rurehe Rangihau. Kua whakatōngia e koe te kākano o te kaupapa, i tautoko hoki koe i ngā tipuranga ake o taku rangahau nei, nō reira he mihi nui he mihi aroha ki a koe e Poai. Finally I would like to thank my supervisor Ian Christensen for taking on this challenging project and having faith in me. 7
Page 1 and 2: Wairua and the relationship it has
Page 3 and 4: Contents: 2 Karakia 4 Candidates St
Page 5: ‘Ko te reo te poutāwha e iri ai
Page 9 and 10: Background: There are a number of m
Page 11 and 12: Methodological approach: Ethnograph
Page 13 and 14: Material from course readers 8 prov
Page 15 and 16: past are not comfortable with the r
Page 17 and 18: spent discussing language loss, how
Page 19 and 20: Literature Review, Acquisition: Man
Page 21 and 22: Literature Review, Perception: Ethn
Page 23 and 24: (Bohm 1980:36,40,41) is possible. A
Page 25 and 26: Māori practices in the past, where
Page 27 and 28: Discussion, Wairua and Learning: Th
Page 29 and 30: Te Tāhuhu o te Whare nei: Most stu
Page 31 and 32: into the unconscious, coming out th
Page 33 and 34: The student described the changes i
Page 35 and 36: Te Papa o te Whare nei: The ‘Disc
Page 37 and 38: The journey to te taha whenua, wher
Page 39 and 40: Discussion, Wairua and Teaching: Th
Page 41 and 42: The emblem, or tohu, symbolic of th
Page 43 and 44: Glossary: A belonging to Āhei enab
Page 45 and 46: Timatanga beginning Tinana body Tī
Page 47 and 48: Glossary supported by; Kāumatua (2
Page 49 and 50: ***********************************
Page 51 and 52: Appendix 3 51
Page 53 and 54: References: Agar M. (1980) “The P
Page 55 and 56: Christensen I. (1993) “Māori Lan
Page 57 and 58:
Goldman J. (1992) “Healing Sounds
Page 59 and 60:
Lievegoed B. (1979) “Phases: Cris
Page 61 and 62:
Patrick A. (1998) “A Communicativ
Page 63 and 64:
Ryan G. & Bernard H. (2000) “Data
Page 65 and 66:
Sykes J.B. (1976) (ed) “The Conci
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