TE RŪNANGA O TOA RANGATIRA INC - PDF

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TE RŪNANGA O TOA RANGATIRA INC Г 1 W h ā r a n g i Te wehi ki a Ihowa i te wāhi ngaro, te timatanga me te whakamutunga o ngā mea katoa. Ko te tūmanako ia ka tau tonu ana manaakitanga ki runga i a tātou

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TE RŪNANGA O TOA RANGATIRA INC Г 1 W h ā r a n g i Te wehi ki a Ihowa i te wāhi ngaro, te timatanga me te whakamutunga o ngā mea katoa. Ko te tūmanako ia ka tau tonu ana manaakitanga ki runga i a tātou katoa. Ka hoki ngā mahara ki a rātou kua whetūrangitia, rātou kua wehe atu ki te pō uriuri, ki te pō tangotango, ki te pō i oti atu. Haere, e hoki, moe mai i roto i te Ariki. E Te Taura Whiri i te Reo Māori, nā koutou to mātou tono i manaaki, nā koutou te āwhina nui kia tangi mai ano te reo ki roto i a Ngāti Toa, nō reira tēnā koutou. Kei kōnei ka mihi ki tō tātou rangatira ki te kaihāpai i te reo o Ngāti Tūkorehe, ki a koe e Sean. Ka nui te mihi ki a koe me ngā taonga nāu i homai hei āwhina i ngā mahi. E te iwi, ko te pūrongo tēnei nā Te Rūnanga o Toa Rangatira o te mahere mō to tātou reo. Nā to tātou koroua a Te Ouenuku Rene ēnei kupu i ngā tau whitu tekau o tērā rau tau: Ngāti Raukawa - Ngāti Toa e tama mā, e hine mā, tērā te Atua i patai mai pewheatia e koutou te reo i hoatungia e au? Kei kōnei ka kite i te mānukanuka o te kaumātua nei mō te oranga o te reo Māori. Nā te iwi ētahi kaupapa mō te reo i whakahaere, i manaaki i ngā tau i muri mai. Ka tae mai ki tēnei rau tau, me kawe anō ngā whakatupuranga o naianei, te mānuka. Ko tēnei pūrongo he āwhina i tēnei kawenga ake. Kei kōnei, kei tēnei pūrongo ētahi whakaaro mō; - te āhua o te reo o Ngāti Toa i te tau te whakaora i te reo Māori - tētahi mahere whakaora i te reo i roto i a Ngāti Toa E te iwi, ko te inoi kia whai wāhi tēnei kaupapa mō to tātou reo, ngā whainga o te mahere reo nei, ki roto i ngā mahi huhua o Te Rūnanga o Toa Rangatira, ki waenganui hoki i te iwi whānui o Ngāti Toa. Nō reira, tēnā koutou, tēnā koutou, tēnā koutou katoa. 2 W h ā r a n g i Executive Summary This report and language plan has been produced to satisfy two reporting requirements: 1. A contractual requirement to the Ma Te Reo Fund who provided funding to support the development of this language plan; and: 2. A whakapapa derived requirement to report back to the people of Ngāti Toa who provided feedback, participated in wānanga reo, focus groups and surveys and for the small pockets of whānau who enacted their value of te reo Māori through their regular and everyday use of te reo Māori. This Language Plan, which has been endorsed by the Rūnanga, sets out the shortterm, long-term goals and proposes an action plan for implementation. Key points to note about how Ngāti Toa engage with te reo Māori: Almost 50% of respondents had low levels of knowledge and proficiency. At best, 30% of Ngāti Toa value te reo Māori and regularly use it in their everyday lives There were no participants over the age of 60 who identified themselves as te reo Māori being their first language 10% of respondents stated they valued te reo Māori but thought it was something for other people, and just under 30% value te reo Māori but don t do anything about it. 44.5% of respondents choose to send their children to Kōhanga/ Puna reo or Puna Kōhungahunga with more wishing they could if they could access one. 24% of respondents who had school age children chose to send their children to kura kaupapa Māori and kura ā-iwi. 67% of school aged children are in mainstream schools Music and Kapa haka events were the activities where te reo Māori was most likely to be used/heard. Almost two thirds of respondents arent currently learning te reo Māori but over 80% of them would like to learn if they had time or could access a course. Vision Kia Toa te reo o Ngāti Toa, kia Rangatira ai a Ngāti Toa Short-term goal By 2019, the necessary structures, processes and mechanisms will be in place to enable roll out of the implementation plan. Long-term goal By 2039, te reo Māori will be the language most often used in at least 50% of all Ngāti Toa households and will be heard throughout the community locations where Ngāti Toa people live and interact. Language Plan Key points to note about the Language Plan are: The priority is on supporting home and community te reo Māori language development The Strategy is to work with those who are willing and to embed te reo Māori into activities already in operation 3 W h ā r a n g i Goal Area 1- Kia Toa, kia rere, kia Māori - deformalising to normalising This area focuses on the aspect of use and seeks to deformalise te reo so that it is normalised. This area focuses on promoting, supporting and enabling use of te reo Māori so that it becomes an everyday occurrence. The key focus areas are the home and community. Goal Area 2 - Tū Rangatira Education - The education pathway for te reo Māori This area relates to supporting the goals set out in the Tū Rangatira Education Plan to ensure consistency of approach and direction and maximisation of resources. The key components of this area are the need to control the educational pathway for iwi members. In the initial stages this will simply be the compilation and communication out to iwi about the pathways currently available. This area is also about connecting learners with each other. A key strategy for this area is the communication of information out to iwi members. Goal Area 3 - Mo ake tonu - Planning for success, succession and sustainability This area covers the raising of iwi members critical awareness levels related to language revitalisation, language learning and strategies for maximising language use. This area also covers the setting up of the mentoring structures and the processes for how a mentee will become a mentor thereby continually developing and distributing the work load and responsibility out to more people. Leadership roles, particularly within whānau, are an essential feature for long term sustainability. Goal Area 4 - Te Kai a te Rangatira Defining te reo o Ngāti Toa This goal area relates to the collation and distribution for use of those linguistic features specific to te reo o Ngāti Toa. This is a targeted approach to recapturing te reo Māori of the past to be redistributed to iwi members for use now and in the future. Goal Area 5 - Te Toa o te Rangatira Leadership and status This area relates to the identity of Ngāti Toa. This goal area covers the role of leadership in supporting, enabling and leading change through the creation of a high profile-high value Ngāti Toa identity of which te reo Māori is central. Communication Strategy A Communication Strategy is an important associated plan to give effect to the kind of change proposed by this plan. Monitoring and evaluation framework The monitoring and evaluation framework will involve the Reo Māori Committee as the monitors utilising a range of tools and indicators to assess and evaluate progress against the plan, as well as success of individual new initiatives against desired outcomes. 4 W h ā r a n g i Table of Contents Ex cu v Su y... 3 Vision... 3 Short-term goal... 3 Long-term goal... 3 Language Plan... 3 Overview... 6 Te Rūnanga o Toa Rangatira... 6 Tū Rangatira Education Project (2011)... 6 Introduction... 7 Background... 7 Mā Te Reo Fund... 7 Government Māori Language Strategy (GMLS)... 7 Local revitalisation in action Tūkorehe language planning experiences Te Reo Māori Vision, goals and language plan Method Vision, goals and strategies Findings from the consultation hui and online survey Who are we? How do we engage with te reo Māori What are our Aspirations for te reo Māori? How much do we value te reo Māori What are our sense of responsibilities to te reo Māori The overall picture of te reo Māori within Ngāti Toa The Language Plan Communication strategy Monitoring and Evaluation framework Te Reo Māori Language Plan- Ngāti Toa Short term goals- Action Plan for Appendices... Error! Bookmark not defined. 5 W h ā r a n g i Overview Te Rūnanga o Toa Rangatira This project and the attached Language Plan have been conducted as an integral part of the wider strategic vision of Te Rūnanga o Toa Rangatira (the Rūnanga). The Rūnanga has articulated the following five goal areas to achieve the vision for To enhance the mana and rangatiratanga of Ngāti Toa Rangatira 2. To advance the educational and health wellbeing of ngā uri o Ngāti Toa Rangatira 3. To help ensure that ngā uri o Ngāti Toa Rangatira have opportunities to be successful 4. To protect and grow the assets of Ngāti Toa Rangatira for future generations 5. To increase the awareness of ngā uri o Ngāti Toa Rangatira of the operations of the Rūnanga and encourage participation in the iwi community by all iwi members (Draft Strategic Plan for Te Rūnanga o Toa Rangatira ) More recently, planning for the post-settlement phase of development, the Rūnanga has identified four core goals: Connect and Grow our people Grow and Protect our Assets Sustain our culture Citizenship/be influential VISION To advance Ngāti Toa Rangatira into the future in a way which ensures that Ngāti Toa Rangatira is in control of its own future and is moving towards that future in accordance with its own values and principles (Draft Strategic Plan for Te Rūnanga o Toa Rangatira ) The leadership is necessary to take Ngāti Toa to a place where the paepae are bursting with competent speakers, endless activities connect our people to each other and are located at the marae and other culturally significant places around the rohe and use as much te reo Māori as possible. People are connected and te reo is the normal language of communication in the home, and communities where our Ngāti Toa whānau congregate Tū Rangatira Education Project (2011) The Tū Rangatira Education Project conducted in 2011, utilised an inside out approach in terms of first understanding where and how iwi members engaged with Toarangatiratanga (Tuteao et al 2011: 13) The findings highlighted both a desire of Ngāti Toa members to learn te reo as well as contribute to Toarangatiratanga. This is extremely encouraging information because it paints a picture of the high value iwi members place on their responsibility to Ngāti Toa, which is a powerful motivator. The Tū Rangatira Education Project was the catalyst for the development of a separate te reo Māori strategy for Ngāti Toa. The Tū Rangatira Education Strategy and the Te Reo Māori Strategy will be able to weave a strong platform for the development and achievement of the cultural, community and educational aspirations of Ngāti Toa. 6 W h ā r a n g i Information, survey data and focus group comments collected from the Tū Rangatira Education Strategy process have been accessed and included in this report to enhance the clarity of voice that has tried to be captured from iwi members. Introduction The purpose of this report is to fulfil: 1. A contractual requirement to the Ma Te Reo Fund who provided funding to support the development of this language plan; and: 2. A whakapapa derived requirement to report back to the people of Ngāti Toa who provided feedback, participated in wānanga reo, focus groups and surveys and for the small pockets of whānau who enacted their value of te reo Māori through their regular and everyday use of te reo Māori. In undertaking the development of a language plan, the Reo Māori Committee sought to answer the following questions: What is the current state of te reo Māori within Ngāti Toa; and What is the best way forward to progress te reo o Ngāti Toa so that it is healthy and flourishing. Background Mā Te Reo Fund The Mā Te Reo Fund was established in 2001 to specifically support community/iwi based language revitalisation activity. It is one of the few sources which target te reo Māori in the home and community. Ngāti Toa would like to gratefully acknowledge the support provided to enable hui, wānanga and research to be undertaken. The main deliverable from the contract with Mā Te Reo is the production of a Language Plan endorsed by the iwi. It should be noted that although this particular iteration of the Language Plan was endorsed by the Rūnanga, this does not exclude future language plans being also endorsed by the wider iwi membership group. Government Māori Language Strategy (GMLS) The Mā Te Reo Fund is one of several approaches being supported by Government as part of the wider Government Māori Language Strategy (GMLS). The GMLS, initiated in 2003, sets out the roles and functions that government is responsible for and the activities that it will undertake to contribute to the vision of He Reo e kōrerotia ana, He reo ka ora - A spoken language is a living language. The GMLS sets out five goal areas which cover the basic tenets of language planning in terms of use, acquisition, corpus and knowledge, as well as addressing the important components of managing change: leadership and values. 1. Strengthening Language Skills this relates to numbers of speakers as well as the quality of Māori language skills. 2. Strengthening Language Use- especially fostering opportunities and outlets for people to use Māori language skills. 3. Strengthening Education Opportunities in the Mäori Language- this inlcudes supporting growing the use of te reo within the whānau 7 W h ā r a n g i 4. Strengthening Community Leadership necessary to plan language activities and initiatives at a local community level 5. Strengthening Recognition of the Mäori Language a positive and receptive environment is important and the support of wider New Zealand society is required for this. The process for undertaking this project in itself has already contributed to several goal areas of the GMLS Strengthening Language Use the consultation hui, wānanga reo and focus groups all utilised, to varying degrees, te reo Māori as the mode of communication. Strengthening Language Skills the wananga reo were all specifically about strengthening language skills Strengthening recognition of the Māori language the Reo Māori committee drove the development of this language plan by way of facilitating hui, and continually talking with iwi members about te reo Māori aspirations, experiences and activity. They have effectively started to raise the consciousness of others about what can and needs to be done for te reo, and who might need to be doing what to enable te reo Māori to be a living language within Ngāti Toa. Language revitalisation and language planning important points to note This section provides some general information about the mechanics of revitalising a language. The purpose for sharing this information is that if iwi members were aware of how languages are acquired, learnt and ultimately maintained then they are in a better position to make informed decisions about their own language choices and actions. The Ngāti Toa Language Plan has been formulated with particular consideration to the key points briefly outlined below. Importance of the role of the home and community Whilst actual everyday use of te reo Māori is a goal, where te reo Māori is being used is of particular importance. Lessons from the past 30 years or more of government investment in te reo Māori in the education and broadcasting sectors has shown quite clearly that these two sectors do not have the same powerful socialising forces that occur primarily in the home and then within the y community. Comment from online survey The home is where children spend most of their participant time learning how to fit in, how to speak, what is acceptable, what is normal, what is valued and so on. If we want to get te reo Māori to be able to exist on its own without any reliance on government or any other organisation then the home and community are the places to focus on. Therefore parents, especially new parents, and whānau are priority groups to support. (refer Joshua Fishman 1992 and 2001, and the He Kāinga Kōrerorero programme 8 W h ā r a n g i Note that although this is the safest environment and the best environment to make a change in language behaviours, it is also a difficult space to make change because so many habitual actions take place subconsciously. This is why critical awareness is so important. What is critical awareness? Critical awareness at the level of the individual is the ability to be aware of your choice to choose which language you use. Critical awareness at a leadership level is the ability to empower the community to see that reversing what happened to re reo Māori is actually within the community s domain of influence, rather than as something beyond their control (Joan Smith 2010) 1 Critical awareness in learning te reo Māori is about knowing that learning involves repetition, some rote learning and it will take time. It involves knowing strategies to maximise use and that it requires frequent use. The extra difficulties of learning own language as a second language Learning another language is a difficult task. However, learning your own culture s language as a second language learner and then doing that surrounded by English is even more difficult. It is unrealistic to expect that attending a class for two hours a week for two years is going to transform you into a confident speaker, just as going for a run for an hour once a week is going to turn you into a marathon runner. Being aware of this difficult task, and being aware of how long it takes to learn your own native language as a second language within a minority language setting, would allow learners to have realistic expectations and not judge themselves harshly when it takes a long time. v c v y v v C p p The impact of this is that information about the best way to learn and to use te reo Māori needs to be made widely available (refer TPK The use of Māori within the Home 2001), and appropriate learning environments need to be available and accessible. A minority language is always under attack from a majority language- what are the border protection mechanisms? In Aotearoa we are almost past creating monolingual Māori speakers and we are now creating bilinguals. Te Reo Māori and English do not currently co-exist in a mutually beneficial relationship. Instead we have a minority language community consisting of bilinguals trying to maintain a space surrounded by the majority monolingual group. The relevance of this is the role of leadership to protect and grow the space and raise the status of te reo. Nurturing those on the borders to support and value te reo Māori so that even if an individual isn t keen to take part, they realise they can still support and enable others to change and grow W h ā r a n g i Te reo Māori has no value on its own The underlying role of language is to communicate meanings. If people are interested in the y u c v y u y c c meanings, the messages and the purpose then they are more likely to engage in the activity. Embedding te reo Māori in the activities where Ngāti Toa people already operate is an effective and efficient approach to increase opportunities to use te reo Māori; to normalise the use of te reo Māori; and for reaffirming that the Ngāti Toa way of doing things always includes te reo Māori. It s not about the value of te reo Māori that should be promoted but the value and benefits that people will gain from knowing and using te reo Māori which will increase the numbers of users. Notes taken from consultation hui u y y v Consultation hui participant Language is intricately and intrinsically linked to culture and identity. When language shift occurs, it is always at a cost to the intricate idiosyncrasies of regional variations as a standard te reo Māori becomes taught at the expense of each iwi s individual characteristics and vocabulary. Reversing the language shift therefore also includes the reclamation of the specific linguistic features of te reo o Ngāti Toa to further reconnect to the iwi specific identity and practice. Local revitalisation in action Tūkorehe language planning experiences The Reo Māori committee
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