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Kainga Korerorero - Background Information
Kainga Korerorero is a programme that supports Whanau language development by establishing a network of 10 mentors to provide advice to whanau on methods and initiatives that facilitate intergenerational transmission of te reo Maori. Researchers and recommendations from well-regarded linguistic experts say that Whanau language development is the core platform of language revitalization. The project is lead by Te Ataarangi and involves all major Maori language organisations that work with whanau.
Kainga Korerorero is a National Programme with a 3 year timeframe. The sponsor for the Project is the Minister of Maori Affairs represented by his department Te Puni Kokiri.
The Kainga Korerorero Programme was preceded by a pilot trial which was initiated in 2004 called Tukutuku Korero. This programme provided the Te Ataarangi Educational Trust and Te Puni Kokiri with the opportunity to trial aspects of deploying whanau language mentors to communities. The trial provided useful information about:
• The type and scope of preparation and planning required for the establishment of a national network of whanau language mentors,
• The need to involve Maori language revival experts to mentor and support the implementation of the programme, and
• The nature and supply of language resources currently available.
This information was incorporated into a proposal that was presented by the Te Ataarangi Educational Trust to Te Puni Kokiri and approval for the rolll out of a national strategy of this nature was obtained in 2005.
KAINGA KORERORERO
Questions and Answers
1. What is Kainga Korerorero?
It is a project to support Whanau language development by establishing a network of mentors to provide advice to whanau on methods and initiatives that facilitate intergenerational transmission of te reo Maori.
2. Why are you doing this project?
Researchers and recommendations from well-regarded authorities on language revitalisation say, that Whanau language development is the core platform of language revitalisation.
3. Who is running the Project?
The project is lead by Te Ataarangi and involves all major Maori language organisations that work with whanau.
4. Why Te Ataarangi?
Te Ataarangi has worked with whanau in their communities for 24 years.
Te Ataarangi since its inception has sought to address the revitalisation of te reo among whanau.
Te Ataarangi has increased significantly the numbers of people who speak Maori at home, on marae and in their communities.
Te Ataarangi has extensive networks and delivers classes from 43 sites around the country.
Te Ataarangi is committed to working together with other Maori language revival experts and organisations.
5. Where is it being run?
It is a National Programme and work is underway in a number of communities across the country where engagement with whanau is currently taking place. These areas are, Te Tai Tokerau (Northland), Tamaki Makaurau (Auckland), Waikato, Rotorua, Taranaki, Te Tai Rawhiti (Wairoa, East Coast), Otaki / Levin, Otautahi (Christchurch) Otepoti (Dunedin).
5. How long is this project for?
It is a national trial with a 3 year timeframe.
Key Areas of Language Development
1. Me Whakamahi te Reo ki te Kainga (Language Use)
Language among young children is caught rather than taught. ...When children are very young, they pick up pronunciation quickly. Children easily learn the distinct sounds of two languages and local dialects." (Baker, 2000:29)
2. Me Whakaako te Reo ki te Kainga (Language Acquisition)
"Children with two languages have more to learn than monolingual children and are therefore in even greater need of support from their parents. Parents in bilingual families need to be very active and to spend a lot of time talking with their children. Books are an important resource." (Cunningham-Andersson & Andersson, 1999:69)
3. Me Whakamana te Reo ki te Kainga (Language Status)
A child may refuse to speak one language in the home, preferring to operate in the higher status language used in the peer group. ...The locally felt status and prestige of a language plays a major part in acceptance or rejection of a language. Even young children pick up the pecking order of languages in the family and the community." (Baker, 2000:64)
4. Me Marama ki te Whakaora Reo i te Kainga (Critical Awareness)
"...languages can become institutionalised and remain only within the institutions that teach them and espouse them and use them. Institutions, although important, should be on tap, and not on top of a language. The language does not belong to them. You do not have much latitude for mistakes...If you bet on things that do not lead to inter-generational mother-tongue transmission, but rather lead to nice graduation parties from school, then you have lost another go at it [the revitalisation of an endangered language]." (Fishman, 1999:167-169).
5. Me Whakawhanui te Reo ki te Kainga (Corpus Development)
"When one language is not used in the community, the only constant source of language practice may be inside the home. In this situation, parents need to consider how to establish a richness of language experience for their children...in order to extend beyond food, bedtime and family chores, it is important to arrange language experiences in a variety of contexts." (Baker, 2000:15)
References:
Baker, Colin. (2000). A Parents and Teachers Guide to Bilingualism. 2nd Edition. Clevedon: Multilingual Matters Ltd.
Cunninghan-Andersson, U. & ANdersson, S. (1999). Growing up with Two Languages: a practical guide. London:Rutledge.
FIshman, J. (1996). "Maintaining Languages: What Works and What Doesn't" in Stablising Indigenous Languages. Edited Gina Cantoni. Flagstaff: Northern Arizona University (http://www.ncbe.gwu.edu/miscpubs/stabilize/index.htm)
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