lista de catastro de vecinos.

The final question of the survey, Question 33, asked participants whether there were any ways in which they believed the teaching and learning of te reo Māori at tertiary level could be improved at their own institution, locally and/or nationally. Seventeen (17) respondents answered this question. The responses are provided below:

120 _{It is likely this respondent was referring to Dr Keao NeSmith (see NeSmith, 2012).}

Interested; 15; 65% Not interested; 1; 4%

No answer; 7; 31%

Teachers who want to learn (more) about

CLT

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 In my opinion having a comprehensive and cohesive te reo Māori curriculum, where all tertiary institutions would know what each other is teaching and how. This would be at institution, locally, nationally and internationally. Teaching methodologies, the language level of the teachers, the development of resources and huge support from tertiary institutions.  For students, the need to have someone to converse with so that they are able

to use what they have learnt. Use it or lose it Mōku ake, kia whakapakari taku mahi ako i.e mahi ā-waha, ā-taringa mā ngā rauemi [For me, I need to

develop my teaching i.e., create exercises for oral practice and listening exercises].

 I beleive [sic] that the communicative language teaching approach would improve the teaching and learning of te reo Maori, because it focuses on all skills required for the acquisition of te reo Maori.

 Fluent and literate teachers trained in second language teaching methods for Māori language teaching. 2. More intensive programmes, like Te Tohu Paetahi, that include other subjects being taught in the language. 3. Quality training for Māori language teachers with in-service refresher courses.  More time allocated for teaching the reo. More opportunities outside of the

classroom. More funding for resources (staff, materials, opportunities). A willingness on the part of the institution to learn the value of te reo me ōna tikanga for the development of the nation and support it appropriately.  Being able to conduct 'block courses' that would move from English to

Maori as the medium of instruction and that provided time to absorb, to practice and build confidence in the student's ability to produce competent oral language.

 Total immersion

 In order to improve the Teaching and Learning of Te Reo Māori at a Tertiary Level there needs to be a nationwide consciousness to actively be in support of learning the language, compulsory in Schools, Primary and Secondary. The government must be seen as active participants in supporting te reo

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maori and that starts with the Prime Minister John Keys to pronounce his words properly instead of murdering our language. If there was a buy-in from all areas of the institute to fully back the Maori language, this must come from the top and trickle down accordingly. By just having translated names on letterhead, in hallways and a greeting of 'kia ora' on the phone is no where enough or indeed adequate, there must be a want and equally a dedication to really learning the reo by all. Once this happens then learning will flow as there will be a normalization of speaking te reo in all areas of the institute inside and outside. There needs to be an attitudinal adjustment and people need to change their view about the Maori language and it's [sic] associated cultural negatives. Te Reo Māori is the Māori culture, they go hand in hand, therefore people wanting to learn the language must also learn about the culture and if one doesn't want to know about the culture then how can they be enthusiastic about learning the language? Our institution is no exception, most of our coworkers are not into the learning Te Reo Māori. Although the Vice Chancellor of our institution has been learning Te Reo Maori for the past 3 years and can comfortably address his audiences in Te Reo Māori. He has made a conscious effort to learn mihimihi, pronunciation, basic whaikōrero and cultural concepts such as basic tikanga and key kupu like Rangatira, Korowai, Raranga and weaves these concepts into his speeches to manuwhiri of the institute. To improve the teaching and learning of the students in the Reo classes, there needs to be more time allotted to the Reo classes, more Wananga Reo in-house, normal places to visit where Te Reo is heard and spoken in an everyday situation not just at the marae, or in class but in many other places outside the institution. So when we have our Reo classes for only 4 hours a week this becomes very problematic for any teacher of a language as the time with students is limited because of institutional regulations. Hence the reason we encouraged the students to set up Sunday lunches at different venues where Te Reo Maori is to be spoken only, venues like the pub, park, someones [sic] house, cafes, etc... these activities need to be seen as being supported by the Kaiako, this is imperative as the students will emulate themselves off their mentors/teachers who will be seen as the spring of knowledge when it comes to speaking Te Reo Māori.

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 I believe that all kaiako need to be taught how to teach Te Reo- it should be a major part of the teachers college syllabus for kaiako entering kura kauapapa [sic] or rūmaki [immersion] settings. The course should cover L2 methodologies, the types of language syllabus, language methods, communicative tasks, how to create quality language lessons, focus on the skills of listening , speaking, reading and writing , and Context. Also all kaiako should have a competent reo proficiency .. if not they should study te reo to build up their reo as well as thir [sic] teaching skills of te reo

 trained tertiary tutors

 Whakapaua te pūtea ki te hunga e ngākau koharahara ana ki tō tātau reo Māori. Whakapaua te pūtea ki ngā kaiako, tukua rātau kia whakamātauria e te hunga pēnei i Te Panekiretanga, kia tika ai te whakaako i ngā pīpī, i ngā akonga. Ko taua whakataukī rā Tukua te reo kia rere, te reo kia tika te reo kia Māori! Atu i tēnā, me rumaki te akonga kia 5-6 rā te roa, kia 3-4 rumaki ia tau ia tau. Kua mahia te mahi e Te Wānanga o Raukawa. He mea tuku ēnei kōrero mō te rumaki nā ngā akonga, i puta ai ō rātau ihu i ngā rumaki, i hūrō, i hākoakoa rātau. Ko tā te pouako, he remurere ki te reo Māori me ōna katoa kātahi, ka rua he whakaihiihi, he whakaohooho i te wairua o te akonga, he tutungi i te kanaku kia whitawhita. Ki te kore te pouako e pērā, e puta, whakamutua atu! Ko tā te akonga, he maromahue, he kutarere ki te reo Māori, he kanaku whitawhita. Kia aroha nui ki tana puiaki [Spend money

on the cohort that is passionate about the language. Spend money on teachers, to allow them to be able to test the cohort like Te Panekiretanga/ The Institute of Excellence in the Māori Language, so that the teaching of the young chicks/birds and students is correct. Like the proverbial saying, allow the language to flow, the correct language, the Māori language. Apart from that, the student should be immersed for at least 5-6 hours a day and 3-4 immersions every year. Te Wānanga o Raukawa has done this. This has been done for immersion by the students, they have succeeded through immersion, they are happy. The task of the teacher is, first, to be completely passionate about the language in its entirety, secondly, it is to awaken the spirit of the student, to instil that passion and love for the language. If the

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teacher doesn’t do that, then they should leave. The task of the student is to be enthusiastic and keen to learn. Have respect for this great treasure].

 Total immersion

 LEARNING: Being able to offer more immersion courses and wānanga reo. We used to run weekend wānanga where students would live-in at the marae, have language based activities and be immersed in the language all weekend. Many of our students would be unable to get this experience anywhere else. However, these papers have been cancelled. TEACHING: Have professional development built in to working hours as many teachers etc. are unable to attend kura reo etc. Having mātanga reo [language

consultant/experts] share their teaching techniques and knowledge would be

invaluable.

 Locally: A stronger emphasis on teaching to enhance oral and aural skills of the target language A stronger emphasis on using the target language as often as possible: full-immersion. Occasional tutorials conducted in English which explain grammar, syntax and vocab would be useful but would not be a part of the target-language-learning-sessions, rather, a separate entity that helps enhance the learning /teaching of the target language. Nationally: A strict adherence to the Maaori language curriculum. Strong focus on Maori medium teaching of future ECE [early childhood education], Primary, Secondary and Tertiary teachers through the various Colleges of Education in Aotearoa. Institution: Have Maori kaupapa move into other areas of research and teaching: cross-curricula content.

 In some respect I think we cradle our tauira [students] too much providing them with papers, and pens. The missionaries that first came to Aotearoa were excellent speakers because they learnt without those tools, they learnt by listening. Our language is an oral language which should be learnt by listening. I try and deliver my level 5 programme without pens and papers, everything I deliver is on a power point which gets sent to each tauira, the week prior to lessons. Therefore they have time to go through it before class, once they reach class it is Te Reo only, and all their patai [questions] have

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to be asked by memory and in Te Reo. im not sure if this is what could improve the way te reo is being taught I have yet to test my theory, but it is currently working with my level 5 tauira. Kia kaha me to mahi rangahau i roto i tenei whainga [Be strong with your research and the goals set out].  Ko te whakamanatanga o te reo Maori i nga waahi mahi o te hapori, ma reira

e kitea ai te hua o te reo Maori (ma roto i te whiwhi mahi), katahi, ka whakaratoa nga rayemi [sic], aha atu, hei whakaako i te reo Maori [It is

making the language recognised within the work of the communities, it is semi-structured interviews from that that we see the value or benefits of the Māori language (from getting work) to provide resources and whatever else to teach the Māori language].

 marae based study rather than classroom environment