Abstract:

This paper reports on recent research investigating the experience of adult L2 learners and teachers of te reo Māori (the Māori language), using a specific set of digital resources. It revealed many of the pedagogical issues and challenges that arise with the learning and teaching of an indigenous language in a digital age.
A mixed methods approach was used with a survey with the L2 students and a focus group discussion with the teachers. The students were surveyed to explore their knowledge and use of the tools. The teachers were interviewed together as a focus group to look at their use of the tools in their teaching and how the tools reflected an authentic learning context. The research revealed a difference between how teachers expect students to use the resources, and students’ awareness and knowledge of the resources and what they offered to language learning.
These resources under investigation were mainly from Te Whanake series by Professor John Moorfield, which combine print and digital resources. They are the single most comprehensive series of Māori language learning resources. The research also investigated the use of specific language learning tools embedded within the University’s Learning Management System. The use, and non-use, of these resources, reinforces other researchers’ claims that for digital tools to be educationally successful they must fulfil a sound pedagogical need, not just a technological need. Furthermore, both teachers, and learners, to have a clear and active understanding of these pedagogical needs.
A new framework for the teaching and learning of te reo Māori with current educational technologies was proposed, to assist Māori language teachers with the multiple demands they face teaching a fragile indigenous language. They must contend with their own community’s expectation of quality language teaching in authentic cultural contexts based on customary practices (tikanga), and the academic community’s expectation of academic rigour with new approaches to second language learning in a digital age.
This research, and the continuing development of adult L2 teaching of te reo Māori is part of wider language revitalisation efforts. The stakes are high, it is axiomatic that the Māori language, the community’s links to its past, must be sustained and refreshed if it is to a part of New Zealand’s future.

Keywords:

Maori, technology, academic, language, New Zealand, education, second language pedagogy, indigenous languages.