Ngā hoa kōtui
Kei te mahi tahi a Te Kākano o te Kura Kōhanga Reo me Tātai Aho Rau Core Education, ā, ko te tīma rangahau nō te whānau o te Kōhanga. He mea tautoko te rangahau i ngā whāinga ā-Iwi, arā, kia ora, kia toitū hoki te reo, kia tukuna iho te reo Māori ki ngā uri whakatupu, kia whai hua, kia whai oranga hoki ngā tamariki hei Māori.
This project is a collaboration between Te Kākano o te Kura Kōhanga Reo and Tātai Aho Rau Core Education, with a research team made up of whānau Kōhanga Reo. The study supports Iwi goals of reestablishing and maintaining intergenerational transmission of te reo Māori and of tamariki succeeding and thriving as Māori.
Kupu whakataki / whakamārama i te kaupapa
Ko te kaupapa o tēnei rangahau ko te whai i ngā mokopuna 3.5 ki te 5 tau te pakeke, i a rātou e “tipu takahoa” ana, e ako tahi ana i tō rātou Kōhanga Reo. I te tīma rangahau e āta poipoi ana i te whakamahia o te reo Māori e ai ki ō rātou haepapa hei kaiako mō te kōhanga, ka rikoatahia, ka tūhuratia hoki e rātou ngā whakatakotoranga reo Māori e ako haere nei, e whakamahi nei ngā mokopuna. Ka arahina ēnei mahi katoa e ngā mātāpono o te rangahau kaupapa Māori, kaupapa ā-Iwi hoki. I taua wā tonu, ka tūhuratia tēnei mea te paki ako hei whakaatu i te ako reo o ngā tamariki, hei tuari i waenga i ngā tamariki, ngā kaiako me ngā whānau.
This study follows mokopuna aged 3.5 to 5 years as they grow and learn together in their Kōhanga Reo. Guided by kaupapa Māori research principles and kaupapa ā-iwi—and as they consciously nurture te reo Māori use in the context of Iwi goals—the research team will record and explore patterns and structures of te reo Māori that mokopuna are acquiring and using. At the same time, the team will explore paki ako as a way of gathering moments and patterns of tamariki language learning, for sharing among tamariki, kaiako and whānau.
Ngā whāinga
Ka aro te rangahau ki te ako me te whakamahi a ngā tamariki i te reo Māori ki roto i te Kōhanga Reo, ā, me pēhea hoki e kohia ai, e tuaritia ai ērā kōrero mā te ‘paki ako.’ E rua rawa ngā whāinga i te rangahau: he mau, he whakamārama hoki i ngā rerenga kōrero e whakaputaina ana e ngā tamariki reo Māori, he 3.5 tau ki te 5 tau te pakeke ki taua Kōhanga Reo, ka tahi. Ka rua, ka tūhuratia, ka whakapainga haere e ngā kaiako me ngā whānau te whakamahi i te paki ako hei ara aromatawai, kia mau ai ō ngā tamariki ako reo ā-waha. Ko te kaupapa o ēnei paki ako, he hanga pakiwaitara ako hei tuari ki waenga i ngā tamariki, ngā kaiako me ngā whānau, ā, he āwhina hoki i te whakamahere, te whakaako, me te ako ki roto i te Kōhanga Reo.
The study focuses on tamariki acquisition and use of te reo Māori in the Kōhanga Reo, and how information about their language learning is gathered and shared in ‘paki ako’. There are two aims to the study: one is to document and describe grammatical structures of te reo Māori being produced by first language tamariki aged 3.5 to 5 years at the Kōhanga Reo. The second aim is for kaiako to explore and refine with whānau the use of paki ako as an aromatawai approach for documenting oral language learning. The purpose of these paki ako is to create a story of learning that is shared among tamariki, kaiako and whānau, and to inform planning, practice and learning in the Kōhanga Reo.
He aha tēnei rangahau i hira ai?
Ka tautoko te rangahau nei i ngā mahi whakarauora reo, haere ake nei, me te toitūtanga o te reo Māori i waenga i te Iwi, huri noa i te motu hoki. Hei tāpiri, ka whāngaihia te whai taunakitanga nui e pā rawa ana ki te ako i te reo Māori. E tika rawa ana, ki te whiriwhirihia he ara mō ngā tamariki e tupu reo Māori ana, kaua e aro noa ki ngā taunakitanga ka ahu mai i ngā tini rangahau mō reo kē, mō reo kē, engari, me aro ki ngā taunakitanga kua ahu mai i ngā rangahau mō te reo Māori, mō ngā tamariki e tipu reo Māori ana
This study contributes to work that supports ongoing revitalisation and maintenance of te reo Māori, at an iwi and national level. In addition, it contributes to an important evidence base specifically about te reo Māori acquisition. Multi-level decision-making related to language related areas, such as literacy, language acquisition, speech language therapy and child development all draw on evidence from early language acquisition research. It is therefore essential that any such decisions made about and for tamariki who are growing up learning te reo Māori are informed by an evidence base specifically about te reo Māori.
Hei mahi
Ko te whanaungatanga te tūāpapa o te kaupapa nei. Ka riro mā te tīma kairangahau o te whānau me ngā tamariki ngā raraunga reo te kohi ā-kiriata i te Kōhanga. Ka tātarihia aua raraunga, arā te reo ka puta māori mai i ngā tamariki, kia kitea ngā tauira me ngā rerenga kōrero e whakamahia ana e ngā tamariki. Tuarua, ka kōrerorero ngā kairangahau me ngā whānau mō ngā āhua o te reo e rangona ana, e mau ana rānei e te whānau i te kāinga. Tuatoru, ka kohia e ngā kaiako ngā paki mō te ako a ngā tamariki (tae atu ki te ako reo) mā tā rātou mātakitaki, whakaahua hoki, ā ka tuhia hei paki ako. Mā ēnei paki ako ka whakaatu i te ara ako a ngā tamariki hei tuari ki ngā tamariki, ngā kaiako me te whānau. Ka tuhia hoki e ngā kairangahau te tukanga i a rātou e whakarite paki ako ana e āhei ai te tiki mai mā ngā kaiako, te whānau me ngā tamariki. Ko te kohinga raraunga tuawhā, he pānui i ngā tuhinga mō te ako a te kōhungahunga i te reo Māori, i ngā reo whānui o te ao hoki, mō te aromatawai hoki i ngā akoranga kōhungahunga, arā, ngā “learning stories” me ngā paki ako.
Whanaungatanga is the tūāpapa upon which this kaupapa stands. The whānau research team and tamariki are all involved in gathering data through video-recording of interactions at Kōhanga. The natural language data gathered through this method will be analysed to reveal patterns and structures of te reo Māori that tamariki are using. Second, researchers and whānau will discuss reo Māori that whānau have noticed or recorded their tamariki using at home. Third, kaiako will gather stories of tamariki learning (including language learning) through observation and photographs, and record them in ‘paki ako’. These paki ako will form a record of tamariki learning to be shared among tamariki, kaiako, and whānau. Researchers will document the process as they attempt to develop an approach to paki ako that is achievable and useful for kaiako, whānau and tamariki. Our fourth data gathering approach is to review literature about early acquisition of te reo Māori and language in general, and about early learning aromatawai and assessment approaches, particularly learning stories and paki ako.
