| 1 |
Ko Te Reo i Te Rarawa pēhea rainī te tūāhua reo o ngā mātua tūpuna i Pukepoto
|
|
|
|
Abstract:
Ko te reo Māori, ko te reo ā-iwi, ko te mita o te reo; ko tēhea te mea nui? Mai anō tēnei tohe, ko tēhea ko runga, ko tēhea ko raro. He tinitini nei anō ngā rangahau mō te reo Māori, mō ngā rautaki whakaora i te reo Māori. Erangi pēhea mai ana te reo ā-iwi? I te mahi nui whakaharahara ki te whakaora i te reo Māori e noho ana tērā kaupapa hei aronga matua. E kite mārika ana i ngā hua o aua mahi, hoi anō te reo ā-iwi, te hanga nei, i paria ki rāhaki. Nā, i ngā tau tata nei anō, kua kitea rawatia te wheinu o ngā uri whakaheke, o ngā mokopuna o ngā iwi ki te ako i ō rātou mita, otirā i te reo ā-iwi. Hoi anō tēnei kaupapa rangahau he mea whakapiripiri ki ngā rangahau mō te reo Māori, waihoki mō te reo ā-iwi. E āta mātai atu ana te titiro ki te reo ake anō o Te Rarawa, otirā ki te reo o ngā kaumātua i noho ai i Pukepoto. Ko ngā whāinga matua o te rangahau kia kitea pēnā rainī he patanga wō te reo i te kāinga ki te mana, ki te ahurea o te tangata, ka tahi. Ka rua, kia huraina mai ai ngā āhuatanga motuhake o te reo o Te Rarawa, otirā, o te reo i Pukepoto. I runga i tērā, ko te pātai matua o te rangahau nei, ko tēnei; Pēhea hoki nei te tūāhua reo Māori i kōrerohia ai e ngā mātua tūpuna, e ngā wheinga i Pukepoto? Nā, e tutuki ngā whāinga rangahau, i arohia wētahi rīpene kei te pātaka kōrero o Te Reo Irirangi Māori o Te Hiku o Te Ika e mau nei ngā reo o ngā kaumātua o te kāinga e kōrero ana mō ngā tini āhuatanga e hāngai ana ki ō rātou nā ao. E tāwharautia ana tēnei kaupapa e te Rangahau Kaupapa Māori, ā, ko ngā tikanga, ko ngā kōrero i ahua mai i Te Rarawa i Pukepoto e noho mai ana hei tāhuhu tikanga mōku. Ko ngā taupānga hou kua oti kē nei i a Te Reo Irirangi Māori o Te Hiku o Te Ika hei taputapu e nanao atu ai a hau ki te pātaka kōrero o Te Hiku o Te Ika, e pai ai taku āta wānanga i ngā kupu, i ngā kōrero kei ngā rīpene e mau ana. Tokowhitu katoa ngā kaumātua i āta arohia e ahau i tēnei rangahau nei, katoa i noho ai i Pukepoto. Ko tāku, he āta whakataringa atu ki wā rātou kōrero, ka āta arotake ai i wētahi kupu, i wētahi kīwaha, i wētahi whakatakotoranga rerenga kōrero i kaha whakahuangia e rātou mā. Kei te puke tuaono te roanga o ngā kōrero mō ngā kitenga o te rangahau; i mārama te kite atu he tini ngā momo kupu, ngā kīwaha me ngā rerenga kōrero he tikanga kē atu wō rātou, he whakamahinga kē anō, ka mutu, arā wētahi kāhore e tino rangona ana i wēnei wā nei. Nō reira, ko tā tēnei rangahau e whai ana kia whakahokia wēnei āhuatanga o te reo ki ngā arero o ngā uri whakaheke o Pukepoto, o Te Rarawa, otirā o Te Hiku o te Ika.
|
|
Keyword:
Language revival -- New Zealand -- Northland; Linguistic minorities -- New Zealand -- Northland; Maori language -- Dialects -- New Zealand -- Northland; Mātauranga wetereo; Reo ā-iwi; Reo Māori; Te Rarawa (New Zealand people) -- Languages; Whakaora reo
|
|
URL: https://hdl.handle.net/10289/14778
|
|
BASE
|
|
Hide details
|
|
|
| 2 |
Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
The Value and Use of the Telugu Language in Young Adults of Telugu-Speaking Backgrounds in New Zealand
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Brain-Inspired Audio-Visual Information Processing Using Spiking Neural Networks
|
|
Wendt, Anne. - : Auckland University of Technology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 6 |
WALS Online Resources for New Zealand Sign Language
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Glottolog 4.4 Resources for New Zealand Sign Language
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Factors influencing adult learners’ satisfaction and retention
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Sustainability of community-based theatre: A case study of Repertory Invercargill
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Factors influencing adult learners’ satisfaction and retention
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Factors influencing adult learners’ satisfaction and retention
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
New Zealand and American English: Comparing their Origins and Linguistic Development
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Secondary school science teachers’ Pedagogical Content Knowledge (PCK) in their classroom practice
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Competing voices: Dialogic perspectives on Chinese children’s use of touch screen devices in a New Zealand early childhood education setting
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Real-time New Zealand sign language translator using convolution neural network
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Te whakatau i te mita o Ngāti Kahungunu; tōna hītori, tōna whanaketanga me tōna ahunga whakamua
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Blending whanaungatanga and belonging: a wise intervention integrating Māori values and contemporary social psychology
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Let's talk: Investigating adult-child interactions within the home-literacy environment to better support children's developing oral language and early-literacy skills
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Executive function and the pragmatics of language in children with varying levels of inattention, hyperactivity, and impulsivity
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
