Education

Teaching Maori to Adults by Koro Dewes Extension Lecturer, University of Auckland There are many idealistic and sentimental discussions about the Maori language which are of little practical use to the teacher in the field. There is no doubt that adult students are showing more and more interest in Maori language, society and culture, and it is therefore important that there should be discussion on the various principles involved in teaching any language successfully —the methods, reading lists and suggestions for scope of courses. Single-mindedness is given to teaching by having in mind clear goals, by offering syllabuses, by clearly outlining principles and methods. Many teachers would welcome ideas on what to teach and how to put it across, for at the present time many of them are forced to rely on trial and error.

Some Problems Because of local variations in idiomatic expression, in vocabulary and in the pronunciation of some words, some teachers argue that there is no such thing as standard Maori. On what basis then do we correct translation and essay work? Do we base standards on the revised Maori Bible, Grey's ‘Nga Mahi a nga Tupuna’, Ngata's ‘Maori Grammar and Conversation’, or the Maori that is spoken by the Maori elders of the district? I would recommend the Maori Bible, and in conjunction with it the correct idiomatic language of local elders. Some argue too that far too many transliterations are being included in Maori speech —that the Maori which ought to be spoken is ‘pure’ Maori. ‘Pure’ Maori as such can only be spoken on the marae or on ceremonial occasions where the language is formal and highly specialised. It must be realised that Maori as a living language must undergo change; some words are borrowed and others become obsolete. It is relevant too to mention the contentious point regarding the marking of long vowels, either by the use of the macron, or by doubling the letter. Some advocate that they be not marked at all, as for example in the revised Maori Bible. I do believe that for beginners and for those whose knowledge of written Maori is marginal indeed, the marking of long vowels is an important and convenient teaching aid. Of the two methods I prefer the use of the macron. Once greater facility in the use of the language is achieved, the macron can be dispensed with.

A Language Certificate? Teachers of the Maori language are in short supply, not only in the schools but also for adult classes. One way of overcoming this would be to institute a language certificate in Maori. A course of this kind would also extend the knowledge of those interested in Maori language, society and culture, and it would provide a basis for the understanding of Maori attitudes and values. To make such a course a living one, teaching would have to be mostly in Maori. Aspects which emphasise the promotion of understanding could be conducted in English.

Suggested Framework For an Adult Education Course The subject matter could be studied under the following headings: Language: Elementary, intermediate, advanced, marae etiquette. Maori Arts: Action songs, stick games, poi and haka. History, Society, Culture: Before 1840, after 1840, contemporary. Maori Crafts: Weaving, carving, kowhaiwhai, tukutuku. Maori Food The contents of a two or three year course could be as follows: Sessions (1) Elementary Maori either 27 or 54 (2) Intermediate Maori 27 History to 1840 10 Pre-Pakeha Society and Culture 10 Maori Arts 20 (3) Advanced Maori and marae etiquette 27 History after 1840 10 Contemporary Maori society and culture 10 Maori Arts 7

Teaching Techniques The co-operation of the student is the