Example 2 - Senior Secondary

Transcription

Learning languages
/
Learning languages
Learning languages
What's new or different?
Rationale
What students say
Key concepts
What are key concepts?
Pedagogy
Principles and actions
Social interactions
Teaching as inquiry
Diagram
Teacher actions
E-learning
Assessment for learning
Diagnostic
Formative
Summative
Achievement objectives
AOs: Level 6
NZSL L6: Context elaborations
NZSL L6: Example 2
NZSL L6: Example 3
Chinese L6: Context elaborations
Example 2
Example 3
French L6: Context elaborations
Example 2
Example 3
German L6: Context elaborations
Example 2
Example 3
Japanese L6: Context elaborations
Example 2
Example 3
Spanish L6: Context elaborations
Example 2
Example 3
Example 4
Cook Islands Mori L6: Context elaborations
Example 2
Example 3
Vagahau Niue L6: Context elaborations
Example 2
Example 3
Gagana Smoa L6: Context elaborations
Example 2
Example 3
Tongan L6: Context elaborations
Example 2
Example 3
AOs: Level 7
NZSL L7: Example 2
NZSL L7: Example 3
Example 2
Example 3
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AOs: Level 8
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Strand: Communication
Strands: Language knowledge and cultural knowledge
What are context elaborations?
Assessment for quals L6
Connections
Learning pathways
Learning programme design
iCLT principle 1
iCLT principle 2
iCLT principle 3
iCLT principle 4
iCLT principle 5
iCLT principle 6
Resources
Version date: 20 May 2016
Key changes: Version 4
Subject facilitator email: seniorsecondary@tki.org.nz
What's new or different?
Prior to 2010, languages were included alongside English as part of language and languages in The New
Zealand Curriculum Framework (1993). Now, learning languages is one of the eight learning areas in The
New Zealand Curriculum (2007).
New Zealand Sign Language (NZSL) achievement standards for levels 6 and 7 have been developed for use
from 2016. Level 6 and level 7 context elaborations are available in this guide. Level 8 achievement
standards and context elaborations will be ready for use from 2017.
All schools with students in years 7–10 are now expected to offer all students the opportunity to learn an
additional language. This means that increasing numbers of students will be entering secondary school with
language learning experience and knowledge of additional languages. And it should mean that, in time,
increasing numbers of students are learning languages in the senior school.
With the introduction of this new learning area come significant shifts in how languages are taught and
learned. Read on to learn about these shifts …
Achievement objectives are generic across languages
Achievement objectives are the same for levels 7 and 8
Vocabulary and structures are not prescribed
Communication is the most important focus
Language and cultural knowledge support communication
A variety of text types is offered at every level
Internal assessment of writing and interacting is portfolio based
All languages develop viewing, presenting, and performing
Achievement objectives are generic across languages
Previously: Language-specific guidelines such as French in the New Zealand Curriculum (2002) included
detailed and specific achievement objectives at eight curriculum levels and set the direction for teaching,
learning, and assessment in each language.
Now: There are now four pairs of banded proficiency descriptors and achievement objectives, which are
generic for all languages. These are to be used as the basis for teaching and learning programmes regardless
of the language learnt. Further guidance for specific languages is provided in online teaching and learning
guides.
Implications for teaching and learning programmes: The communication functions and/or achievement
objectives found in the previous language-specific guidelines no longer form the basis of teaching and
learning programmes or assessment at a specified curriculum or year level.
Achievement objectives are the same for levels 7 and 8
Previously: NCEA level 2 and 3 assessment was based on separate level 7 and 8 achievement objectives set
down in language-specific guidelines.
Now: Achievement objectives are now the same for levels 7 and 8. NCEA level 2 and 3 assessments are
based, therefore, on the same achievement objectives and proficiency descriptor.
Implications for teaching and learning programmes: A shared understanding needs to be developed as to
what constitutes progression through curriculum levels 7 and 8.
Vocabulary and structures are not prescribed
Previously: Lists of vocabulary, topics, and grammatical structures were prescribed or suggested for each
language at each curriculum level.
Now: Except for minimal vocabulary lists for the guidance of examiners when setting listening and reading
assessments, lists of vocabulary or structures are no longer suggested or prescribed for any level or language.
Implications for teaching and learning programmes: Features such as words and structures do not
‘belong’ to particular levels. They should be taught and learnt at the appropriate time, as determined by the
students’ interest and need, and relevance to the sociocultural and linguistic context in which students are
communicating.
TOP
Communication is the most important focus
Previously: A communicative approach was encouraged by the language-specific curriculum guidelines, but
communication was not always the basis for assessment.
Now: Effective communication is the central aim and the basis for all assessment. This means that
developing the skills to become an effective intercultural communicator is more important than attaining
native-speaker-like accuracy.
Implications for teaching and learning programmes:Teaching and learning should be aimed at developing
opportunities for genuine social interaction in the target language.
Teachers need to promote the consistent use of the target language in the classroom and provide regular
opportunities for students to use it for a range of purposes.
Opportunities for interaction may sometimes include the use of English (or other languages) to facilitate
effective communication.
Language and cultural knowledge support communication
Previously: Language knowledge and cultural knowledge were often taught, and even assessed, separately.
Cultural knowledge was taught as if static, and assessed separately from communicative competence.
Now: Language knowledge and cultural knowledge are now regarded as strands that support communication.
They are assessed indirectly through the contribution they make to the development of a student’s
communicative competence.
The achievement objectives for these strands focus on developing explicit linguistic and cultural knowledge
of the target language/culture and on developing general understandings of how languages work and cultures
are organised.
Implications for teaching and learning programmes:The teaching of linguistic and cultural knowledge
should not be limited to neatly packaged fragments of information about the target language and culture.
Learning opportunities should have explicit, genuine communicative purposes and include explicit
comparisons between cultures and languages, leading to reflection and exploration of different perspectives.
Such an approach requires both teachers and students to develop an actively reflective disposition towards
language and culture and, for the student, it means actively exploring their own identity at the same time as
they are learning about the world views of others.
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A variety of text types is offered at every level
Previously: The different language-specific curriculum guidelines placed different emphases on text type,
audience, and purpose.
Now: The achievement objectives and proficiency descriptors explicitly emphasise the need for students to
communicate with different audiences and for different purposes using increasingly varied and complex text
types.
Implications for teaching and learning programmes: Teachers need to provide students with plentiful
opportunities to engage with and produce a wide range of text types, and to consider the types of cultural and
linguistic knowledge required to communicate for different purposes and to different audiences.
Internal assessment of writing/signing and interacting is portfolio based
Previously: The externally assessed writing achievement standard often led to a focus on a limited range of
written text types.
The internally assessed conversation achievement standard often led to a focus on a limited range of formal
high-stakes interactions.
Now: The external writing achievement standard no longer exists. Students develop portfolios of
writing/signing throughout the year and submit these for internal assessment.
The conversation achievement standard no longer exists. Students develop portfolios of interactions
throughout the year and submit these for internal assessment.
Implications for teaching and learning programmes: Teachers need to develop tasks that extend their
students’ knowledge of the linguistic and cultural features of a wider range of text types and interactions than
has traditionally been the case.
All languages develop viewing, presenting and performing
Previously: Only Pasifika languages made explicit reference to the skills of viewing, presenting, and
performing.
Now: The receptive skills of viewing and the productive skills of presenting and performing now need to be
developed in all languages.
Implications for teaching and learning programmes: Teachers need to provide opportunities for students
to develop the skills of viewing, performing, and presenting.
Rationale
Why learn a second language?
Electronic media, immigration, and ease of travel are making the world (and New Zealand) increasingly
international and bringing us into contact with people from other cultures. This means that being able to
communicate across cultural boundaries is more important than ever. The single most important step we can
take towards doing this effectively is to learn another language. In many countries, learning more than one
language is the norm.
There are lots of good reasons
Students often choose to study a language to which they have an existing cultural, family, or community
connection. But there are many other possible reasons. For example, students might be interested in:
travelling to other countries and learning about other cultures
learning about celebrations, festivals, and cuisines of other cultures
exploring and enjoying films, fashion, music, and the popular culture of another country
communicating more effectively with members of their own family who do not speak English
learning more about how languages work
communicating with friends from around the world via social networking opportunities
participating in cultural and sports exchanges.
Learning a second language can bring a great deal of personal satisfaction and pleasure. It can also open up a
much broader range of future work opportunities by:
making it easier to work, travel, and study in other countries
making it easier to communicate and understand business culture, both inside and outside New Zealand
developing the skills to work across cultures
providing access to a wider range of ideas and knowledge
generally strengthening literacy skills.
Learn more about yourself, and your own culture, too
Learning a language is not just about opening up opportunities for work and travel – it is likely to prove a
journey of personal discovery. Experience of other cultures can help us understand and appreciate our own.
In the broad picture, young people who learn a second language acquire knowledge, skills, and
understandings that are important for the social, cultural, economic, and environmental well-being of New
Zealand.
What language shall I learn?
Learning any language is worthwhile, but the rationale for learning a specific language (rather than other
possible languages) will vary greatly.
Teachers are encouraged to work with colleagues and students to develop rationales specific to the
language(s) they teach.
Read what students say about learning a language
What students say
When asked why they were learning another language, senior students at Green Bay High School and Botany
Downs Secondary College said:
‘I want to go to Japan when I’m older and teach English.’
‘Learning another language gives you a better understanding of how stuff works … and a better
understanding of your own language.’
‘[Learning a language,] you definitely get more multicultural, and you find that you understand people more
and that you are more open to new things.’
‘If you are in [another] country and you are speaking that language, there is more respect between you.’
‘A lot of people come [to New Zealand] and some of them don’t know English that well … knowing their
language can help them and make their stay better.’
‘I have a couple of lifelong friends in Switzerland. We email each other and practise our language skills: I
write to her in German and she writes to me in English. We help each other with our homework!’
‘German gives me a way better understanding of English grammar. I learn English grammar in German,
instead of my English class. So it just makes everything so much easier.’
‘I learn French because there are so many French movies around and it’s a better experience to watch the
movies without the bad English subtitles. You get the feel of the movie – how it’s supposed to be.’
‘A lot of people learn languages so they can travel. It’s not as daunting to go to another country if you know
the language.’
‘It’s really fun!’
‘It opens your mind to a lot of stuff because learning a language is not so self-centred; you understand other
people a lot better.’
‘If you learn more languages you can get more job opportunities. If the employer sees on your CV that you
are more multicultural and can speak more languages, they can send you overseas for trading and stuff like
that.’
‘It’s pretty fascinating, learning another language and another culture, and comparing it with the original, the
one I know.’
‘Learning another language can help you make more friends.’
‘When I was young I heard my cousin speaking Japanese and I thought, “Wow – that is so cool!”’
‘Especially as New Zealand is so multicultural … I think that it is very important for everyone to understand
another culture. While you are learning another language you get more of this understanding of other people.
Learning another language gives you a flexible mind.’
‘In my opinion, people respect you more if you understand their way of thinking, and not just your own.’
Key concepts: learning languages
Key concepts are the big ideas and understandings that we hope will remain with our students long after they
have left school.
The following are key concepts/big ideas in learning languages:
Communication
Identity
Literacy
Communication
'An intercultural speaker is someone who can operate their linguistic competence and their
sociolinguistic awareness of the relationship between language and the context in which it is
used, in order to manage interaction across cultural boundaries, to anticipate misunderstandings
caused by differences in values, meanings and beliefs, and thirdly, to cope with the affective as
well as cognitive demands and engagement with otherness.'
Byram, M. (1995). Intercultural Competence and Mobility in Multinational Contexts: A
European View. Clevedon: Multilingual Matters.
Learning another language, students:
extend their linguistic and cultural knowledge
discover new ways of thinking and doing
develop the ability to interact appropriately with speakers of other languages
anticipate and respond to misunderstandings caused by differences in values, meanings, and beliefs
negotiate meaning across cultural boundaries.
Identity
'In a dynamic view of culture, cultural competence is seen, therefore as intercultural behaviour. It
is the ability to negotiate meaning across cultural boundaries and to establish one’s own identity
as a user of another language.'
(Kramsch, C. (1993) Language study as border study: Experiencing difference. European
Journal of Education, 28(3), pp. 349–358.)
explore, reflect on, and appreciate different world views and values in relation to their own
access new concepts and ideas
establish their own identity as a user of another language.
TOP
Literacy
'Learning languages in a school setting involves developing learners’ capabilities for both using
language and learning language. Learners need to learn how to learn and how to learn a
language. Even more important is that they develop higher order thinking skills and that they
perceive the important relationship between thought, language and knowledge.'
(Scarino, A. (2000). The Neglected Goals of Language Learning. Babel, 34(3), (Summer
1999-2000), pp. 4–11.)
develop their capacity to learn and use language
strengthen understanding of their own linguistic and cultural backgrounds through connections and
comparisons
apply the visual, linguistic, and cognitive strategies learned in a first language to a new language
decode and make meaning of different text types
apply and adapt language conventions to create meaning in a range of text types and media.
What are key concepts?
Key concepts are the ideas and understandings that we hope will remain with our students long after they
have left school and have forgotten much of the detail. Key concepts sit above context but find their way into
every context.
Students need time and the opportunity to explore these concepts; to appreciate the breadth, depth, and
subtlety of meaning that attaches to them; to learn that different people view them from different
perspectives; and to understand that meaning is not static. By approaching these concepts in different ways
and by revisiting them in different contexts within a relatively short time span, students come to refine and
embed understandings.
Pedagogy for learning languages
The development of intercultural communicative competence lies at the heart of learning languages, so
fluency is valued ahead of accuracy wherever students are interacting and making meaning.
Students acquire fluency by actually using whatever skills they have. This means that teachers need to use
activity-based approaches that engage students in interactive experiences and support the development of
intrapersonal and interpersonal skills.
As they develop their ability to understand, appreciate, and relate positively to others using the target
language, students learn to demonstrate constructive attitudes and values through participation in challenging
real-life situations.
Good assessment practice – summative, as well as diagnostic and formative – is part of good teaching.
The main aspects of effective pedagogy for learning languages are summarised in the Generic Framework for
Teaching and Learning Languages in English-medium Schools - Learning languages wall chart (PDF
814KB).
Principles and actions that underpin effective teaching in languages
All language teachers need to be familiar with:
Ten principles for instructed second-language acquisition
Six principles for intercultural communicative language teaching
Teacher actions that promote student learning
Ten principles for instructed second-language acquisition
Rod Ellis’s ten principles provide a strong research base for the planning and delivery of effective language
teaching and learning programmes.
The ten principles
Note: L2 = second/additional language
1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a
rule-based competence.
2. Instruction needs to ensure that learners focus predominantly on meaning.
3. Instruction needs to ensure that learners also focus on form.
4. Instruction needs to be predominantly directed at developing implicit knowledge of the L2 while not
neglecting explicit knowledge.
5. Instruction needs to take into account the learner’s ‘built-in syllabus’.
6. Successful instructed language learning requires extensive L2 input.
7. Successful instructed language learning also requires opportunities for output.
8. The opportunity to interact in the L2 is central to developing L2 proficiency.
9. Instruction needs to take account of individual differences in learners.
10. In assessing learners’ L2 proficiency, it is important to examine free as well as controlled production.
These principles are explained and exemplified in Ellis's Instructed Second Language Acquisition: A
Literature Review (Ministry of Education, 2005).
Language learning tasks
Ellis’s concept of a language learning task is relevant to all teachers of languages. In his discussion of
principle 2, Ellis describes classroom ‘tasks’ as language learning activities that:
require the student to focus on meaning
include a ‘gap’ that students can close by communicating
require students to produce their own language structures
have a clear outcome.
Such tasks can be cross-curricular in nature and can provide students with rich opportunities to develop
thinking and problem-solving skills as they engage in genuine social interactions.
Learn more about genuine social interactions
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Language learning programmes that focus on intercultural competence integrate language and culture from
the beginning. In such programmes, students build their awareness of language and culture, their language
knowledge, their cultural knowledge, and positive attitudes towards themselves and others. Intercultural
communicative language teaching (iCLT) encourages students to make comparisons and connections
between languages and cultures. It also celebrates the uniqueness of every language and every culture.
Intercultural Language Learning: Implications for Effective Teaching and Learning (Ministry of Education,
2010) presents a framework of six principles for intercultural communicative language teaching. For a
summary, see Intercultural Communicative Language Teaching: Implications for Effective Teaching and
Learning.
The six principles
1. iCLT integrates language and culture from the beginning.
2. iCLT engages learners in genuine social interaction.
3. iCLT encourages and develops an exploratory and reflective approach to culture and
culture-in-language.
4. iCLT fosters explicit comparisons and connections between languages and cultures.
5. iCLT acknowledges and responds appropriately to diverse learners and learning contexts.
6. iCLT emphasises intercultural communicative competence rather than native-speaker competence.
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The New Zealand Curriculum identifies seven teacher actions that consistently have a positive impact on
student learning. These actions align closely with the ten principles of effective second language acquisition
and the seven principles of intercultural language teaching.
Use the following links to learn more, and to find examples of classroom practice.
Teaching as inquiry
Creating a supportive learning environment
Encouraging reflective thought and action
Enhancing the relevance of new learning and facilitating shared learning
Making connections to prior learning and experience
Providing sufficient opportunities to learn
Note that the explanations in these sections are adapted from An introduction to the concept of intercultural
communicative language teaching and learning: A summary for teachers (Ministry of Education, 2010).
<Back to pedagogy
Genuine social interactions
Genuine social interactions take place whenever people communicate with each other using their own
utterances in response to a real social purpose.
Research shows that language is best learned in the context of genuine social interactions, not contexts where
the use is predetermined and the purpose and audience imagined.
Classroom activities should therefore encourage students to use natural and meaningful language in
conversations and other exchanges with their classmates. Learners need opportunities to practice language
with one another.
Conversations are a fundamental avenue of communication; they are also very effective learning
opportunities because they require attention and involvement on the part of students. By conversing, students
can practice adapting vocabulary and grammar to the situation and making their own comprehensible
contributions.
In the kinds of conversations that are most effective in promoting such learning, participants exchange real
information, ideas, and feelings.
As they engage in conversation, students have opportunities to try to make themselves understood, and they
receive immediate feedback concerning their success. This shows them where they need additional or
alternative language structures.
As they engage in such exchanges, learners practise their output and receive new input, which further
supports their language acquisition in a ‘virtuous spiral’.
Genuine social interactions in the classroom
Research suggests that effective teachers:
create opportunities for meaningful interaction in the classroom by using activities in which students
employ natural language in authentic language situations
encourage students to work in pairs or small groups
set activities in which students have to solve problems in which each party must contribute information
that others do not possess
motivate their students by setting them learning tasks that relate to their needs and interests and
providing them with constructive feedback as appropriate.
<Back to Pedagogy
Teaching as inquiry
The New Zealand Curriculum recognises that teaching is a cyclical process in which teachers plan
strategically, teach, and then modify their teaching in order to better achieve the desired learning.
Questions for teachers
Teaching as inquiry diagram
If you cannot view or read this diagram, select this link to open a text version.
Teachers need to be constantly asking themselves:
where their students are at in their learning
how they can help them progress
how their teaching impacts on the learning of their students.
Here are three key questions:
What should I teach next? (a focusing inquiry)
How should I teach it? (a teaching inquiry)
What happened as a result, and what are the implications? (a learning inquiry)
All programming needs to allow the teacher sufficient flexibility to make changes in response to
opportunities, student needs, and evidence that something is not working.
An adaptation of the teaching as inquiry cycle for teachers of te reo Mori is to be found in The Curriculum
Guidelines for Teaching and Learning Te Reo Mori in English-medium Schools: Years 1-13. This cycle could
be further adapted for use by teachers of other languages.
<Back to pedagogy
Teaching as inquiry diagram
This is a flow chart diagram in the shape of a rectangle, and headed: ‘Teaching as Inquiry’.
Working clockwise, and starting at the top right, there are two overlapping ovals, one contains the word:
‘Teaching’, the other contains the word: ‘Learning’. There is one arrow going from the middle of these two
ovals, pointing down to the bottom right to an oval containing the heading: ‘Learning Inquiry’, followed by
the words: ‘What happened as a result of the teaching, and what are the implications for future teaching?’
From this oval there are two lines ending in arrows. One line has the words along it: ‘Is there something I
need to change?’ and ends in an arrow and an oval in the top left of the flow chart. The other line has the
words along it: ‘What are the next steps for learning?’ and ends in an arrow and an oval at the bottom left of
the flow chart.
The oval at the bottom left of the flow chart has the heading: ‘Focusing Inquiry’, followed by the words:
‘What is important (and therefore worth spending time on), given where my students are at?’ A line goes
from the top of this oval to the bottom of the next oval, which is at the top left.
The oval at the top left of the flow chart has the heading: ‘Teaching Inquiry’, followed by the words: ‘What
strategies (evidence-based) are most likely to help my students learn this?’ An arrow then leads on to the
ovals ‘Teaching’ and ‘Learning’.
<Back to Teaching as inquiry
Enhancing the relevance of new learning and facilitating shared learning
See also e-learning and learning languages
‘Effective teachers attend to the cultural and linguistic diversity of all their students. The
classroom culture exists within and alongside many other cultures, including the cultures of the
wider school and the local community, the students’ peer culture, and the teacher’s professional
culture.’
(The New Zealand Curriculum)
iCLT acknowledges and responds appropriately to diverse learners and learning
contexts (Principle 5)
Teaching a language interculturally entails recognising and embracing diversity, especially as it relates to
students’ cultural and linguistic backgrounds – a crucial consideration, given our increasingly culturally
diverse classes.
Research on teaching for diverse learners highlights the effectiveness of instructional practices that match the
‘culturally shaped ways of knowing’ that learners bring to the classroom. The Quality Teaching for Diverse
Students in Schooling BES identifies two principles of effective teaching that align closely with intercultural
language teaching:
Student diversity is utilised effectively as a pedagogical resource.
Quality teaching respects and affirms cultural identity (including gender identity) and optimises
educational opportunities.
In a genuinely supportive learning environment, teachers and students operate as a partnership, collaborating
to identify and select contexts and resources and negotiate intended learning outcomes.
This sort of partnership embodies the concept ako, which is grounded in the principle of reciprocity: teaching
and learning is a reciprocal activity; students and whnau cannot be separated; and culture counts.
Ellis’s Principle 9, ‘Instruction needs to take account of individual differences in learners’ further emphasises
the importance of recognising the diversity of the classroom.
For example, in New Zealand schools, teachers and students are:
finding out each other’s linguistic and cultural backgrounds using student learning profiles such as the
Know the Learner profile. They then use this information to make comparisons and connections
between cultures and languages that go beyond monolingual and mono-cultural perspectives.
‘Students learn most effectively when they develop the ability to stand back from the
information or ideas that they have engaged with and think about these objectively. Over time,
they develop their creativity, their ability to think critically about information and ideas, and
their metacognitive ability.’
(The New Zealand Curriculum).
iCLT encourages and develops an exploratory and reflective approach to culture and
culture-in-language (Principle 3)
Culture defies easy description. For this reason, teaching that focuses largely on learning about ‘facts’ –
visible culture – misses a large part of cultural experience.
Intercultural communicative language teaching shifts the focus from transmission of objective cultural
knowledge to exploration by learners of both visible and invisible culture, and, most importantly, to
exploration of ‘culture-in-language’. Exploring culture involves constructing knowledge from experience and
reflection. Factual information has its place, but students interrogate this information to gain insight and
understanding about the experience of others.
As students begin to understand the concept of culture and cultural differences, they begin to understand that
culture learning involves observing and analysing what Byram calls ‘social processes and their outcomes’. In
other words, they develop ‘critical understanding of their own and other societies’, an awareness of what
constitutes culture, and how it affects everybody’s behaviour and use of language.
In the words of The New Zealand Curriculum:
"As they move between, and respond to, different languages and different cultural practices,
[students] are challenged to consider their own identities and assumptions."
Teachers also engage in this process of exploration as they encourage their students to explore and discover
new information and ideas and make comparisons with what they already know. This is congruent with the
concept ako in kaupapa Mori.
Ideally, learning about a country, its institutions, society and history will go hand-in-hand with exploration
and reflection, provided that students are encouraged to see cultural information as subjective and dynamic.
Learning NZSL and about Deaf culture helps to strengthen and maintain the vitality of the language.
For example, in New Zealand classrooms, teachers and students are:
communicating with young people elsewhere in the target language
Students at Green Bay High School exchange emails with German students from Hamburg. The New
Zealand students write emails in German and receive replies in English. Besides practising their
German, this gives them the opportunity to reflect on their own cultural identity and to gain
understanding and experience of their partners’ home country, town, and cultural identity.
writing reflective journals about their language learning.
Each week, students at Westlake Boys High School write in Chinese about what they’ve enjoyed or
haven’t enjoyed in class or something that has happened to them that week, using the vocabulary and
language structures they have learned during the previous week.
Enhancing the relevance of new learning and facilitating shared
learning
Teachers look for opportunities to involve students directly in decisions relating to their own learning. This
encourages them to see what they are doing as relevant and to take greater ownership of their learning.
"Students learn as they engage in shared activities and conversations with other people, including
family members and people in the wider community. Teachers encourage this process by
cultivating the class as a learning community. In such a community, everyone, including the
teacher, is a learner; learning conversations and learning partnerships are encouraged; and
challenge, support and feedback are always available."
iCLT engages learners in genuine social interaction (Principle 2)
Note how this principle supports development of the key competency relating to others, which involves
students ‘interacting effectively with a diverse range of people in a variety of contexts’.
iCLT views any interaction involving the target language and culture as an opportunity to explore linguistic
and cultural boundaries and for students to become more aware of their own – as well as others’ – ways of
communicating and maintaining relationships, and deal with cross-cultural misunderstandings and
communication breakdowns.
Interactions are also used to directly explore the cultural worlds, beliefs, values, and attitudes of others
through topics that provide opportunities for explicit discussion of cultural comparisons.
From an intercultural perspective, interaction is not simply a tool for developing fluency; it provides
opportunities for students to confront their culturally constructed worlds and cultural assumptions, and so to
learn more about themselves. In the words of The New Zealand Curriculum, ‘through their learning
experiences, students will learn about [among other things] their own values and those of others’.
Personal communication with native speakers/signers and interaction and exploratory talk with teachers and
others – particularly talk or interaction that involves tasks and role plays – provide opportunities for learners
to notice and explore culture-in-language and to develop communicative awareness.
iCLT integrates language and culture from the beginning (Principle 1)
Intercultural communicative language teaching highlights the way culture permeates our everyday lives and
interactions. It does this by integrating the learning of cultural knowledge and language knowledge from the
beginning.
Treated this way, culture is an important aspect of the teaching of all language macroskills (reading,
writing/signing, listening, speaking/signing, viewing, and presenting), not a separate macroskill.
See principles 3 to 5 for how teachers apply this principle in their teaching. They
encourage learners to be experientially involved with other languages and cultures through
communication and interaction (principle 2)
explore culture-in-language (principle 3)
discover connections with other cultural worlds through comparison (principle 4).
The adoption of an intercultural communicative language teaching approach promotes a fuller realisation of
communication by focusing the students’ attention on the effects of the implicit messages conveyed in their
choice of linguistic forms and communication strategies.
It is not difficult to attend to culture and interculturality, even in the early stages of language learning,
because rich cultural content is to be found even in apparently simple language such as forms of greeting and
attendant behaviour. Similarly, the coding of family relationships, the naming of rooms in a house, and
expressions of politeness and respect are all appropriate topics for new learners, yet also rich topics for
intercultural exploration.
choosing contexts and activities that provide opportunities for genuine social interaction
Many senior language students go on trips to target language countries. In one school, all those going
on a trip to China are designated ‘tour guide’ for a day. They are responsible for completing research
on the place, city, or activities they will be visiting or doing that particular day. Then, on the actual
day, they are in charge of finding the way, buying train or bus tickets, and negotiating prices.
establishing ‘language corners’ where ESOL students and learners of languages can meet at lunchtimes
or after school and participate in language exchanges.
‘When teachers deliberately build on what their students know and have experienced, they
maximise the use of learning time, anticipate students’ learning needs, and avoid unnecessary
duplication of content. Teachers can help students to make connections across learning areas as
well as to home practices and the wider world.’
iCLT fosters explicit comparisons and connections between languages and cultures
(Principle 4)
Comparing languages and cultures is fundamental to intercultural language learning. Byram and Kramsch,
two leading scholars in intercultural language learning, have written extensively on the insights into self and
others that can be gained through guided comparisons of cultures.
Tomlinson and Matsuhara suggest that teachers begin and end each activity ‘in the minds of the learners’, by
encouraging them to think about an experience in their own culture and then providing them with a similar
one in another culture, or ‘getting [learners] to ‘translate’ a new experience in another culture into an
equivalent experience in their own culture’.
To be effective, comparison should be both reflective and interpretive, drawing on the students’ current
knowledge and on the new knowledge they are encountering.
iCLT acknowledges and responds appropriately to diverse learners and learning
contexts (Principle 5)
A student’s ability and willingness to learn a new language is influenced by attitudes that have their origins in
family, community, upbringing, and schooling experiences. Evidence from educational psychology and
second language acquisition research shows that it is important for teachers to have strategies for creating
motivating learning conditions, and for maintaining motivation.
Each of the 14 languages taught in New Zealand schools is uniquely positioned by virtue of the relationship
that exists between communities where the language is a native tongue or lingua franca, communities in the
wider New Zealand context, and schools. Intercultural language teaching uses these relationships (i) to
facilitate interaction and cultural experience and (ii) as topics to be explored and learnt about.
For New Zealand’s two legislated official languages, te reo Mori and New Zealand sign language,
connections and opportunities are shaped not only by proximity to target language speech communities, but
also by the political momentum derived from their status as official languages. In the case of te reo, this
status is derived directly from the Treaty of Waitangi.
The Pasifika languages (gagana Smoa, Tongan, vagahau Niue, Cook Islands Mori, and gagana Tokelau) have
substantial speech communities located in New Zealand. Tokelau is administered by New Zealand and Niue
and the Cook Islands have special relationships with New Zealand. People from these communities are New
Zealand citizens. Many Pasifika students learn these languages as heritage languages.
Students learning Chinese and to a lesser extent, Japanese and Korean, have opportunities to interact with
native speakers studying as international students or recently arrived residents.
For some languages, especially those associated with more distant speech communities (most notably French,
German, and Spanish), telecommunications opens up a wealth of opportunities for intercultural
communication.
The New Zealand Curriculum states that the interactions and learning experiences that take place in a school
should encourage students to learn about, ‘the values on which New Zealand’s cultural and institutional
traditions are based’, and ‘the values of other groups and cultures’. An intercultural approach to learning
languages provides many opportunities for students to do exactly this.
calling on the knowledge of native speaker international students
At Hamilton Girls High School, language teacher Masa Ogino regularly offers students the chance to
interact with native speakers and international students, saying, ‘The more native speakers are around,
the more natural it becomes to use the target language.’
inviting 'mystery' guests to class.
Anna Pallares, a Spanish teacher at Wentworth College, invites Spanish speaking friends from the local
area along to her language classes. The students are given advance notice of a visit and tasked with
preparing questions in Spanish to ask the visitor. The students really enjoy being able to communicate
in Spanish, particularly in authentic conversations with a native speaker. Their confidence grows as
they discover they can make themselves understood.
‘Students learn most effectively when they have time and opportunity to engage with, practice,
and transfer new learning. This means that they need to encounter new learning a number of
times and in a variety of different tasks or contexts. It also means that when curriculum coverage
and student understanding are in competition, the teacher may decide to cover less, but cover it
in greater depth.’
Many of the principles of effective second language acquisition rely on providing students with extended
opportunities to engage with the language they are learning. In particular, principles 1, 6, 7 and 8 require
teachers to consider how such opportunities can be created.
<Back to pedagogy
E-learning and learning languages
E-learning presents a multitude of opportunities that support increasing student achievement in learning
languages through:
assisting the making of connections by enabling students to enter and explore new learning
environments, overcoming barriers of distance and time
facilitating shared learning by enabling students to join or create communities of learners that extend
well beyond the classroom
assisting in the creation of supportive learning environments by offering resources that take account of
individual, cultural, or developmental differences
enhancing opportunities to learn by offering students virtual experiences and tools that save them time,
allowing them to take their learning further.
E-learning in languages (ELL projects)
Over a period of three years, 200 teachers were given Ministry of Education funding and the support of
learning languages advisors to investigate the impact of e-learning on the language learning of their students.
The teaching as inquiry cycle in The New Zealand Curriculum was used as a framework for these
investigations.
The following is an example from one of these projects, showing how e-learning has helped improve
language learning outcomes. For a selection of reports on other projects, see the Learning Languages
community on TKI.
Using video recording to promote use of fillers in Spanish interactions
Students recorded role plays on video. After reviewing the videos with their teacher, they noticed low levels
of fluency and little or no use of such natural linguistic features as gestures or fillers.
YouTube clips and DVDs were then used in a series of lessons designed to focus attention on the features of
interactions. Students then re-recorded the role plays, incorporating their new learning.
What the students said
"Using the video camera we made a heaps of recordings. We were able to correct our mistakes and
pronunciation."
"It helped us to see where we needed to add in more things to make us sound more like native speakers."
"It showed me what I could improve on, like speaking more like a native speaker for the next time."
What the teacher said
"Since doing this research I have also started using Audacity to record students’ voices, because as a result of
this project, I observed the value of students hearing themselves to increase their confidence, fluency, and
motivation."
<Back to pedagogy
Assessment for learning
Range of approaches
Diagnostic, formative, summative assessment
Assessment is an integral part of the learning journey for both students and teachers. Its main purpose is to
improve the students’ learning and their teachers’ teaching. Assessment information should be gathered,
analysed, and used in ways that help achieve this purpose.
This is an ongoing process:
“Assessment for the purpose of improving student learning is best understood as an ongoing
process that arises out of the interaction between teaching and learning.”
The New Zealand Curriculum
Assessment is bigger than NCEA. It is the means (provides the evidence) by which we are able to judge how
effective our teaching is, and for whom. And it is the means by which students can measure their progress.
Knowledge of the learner is vital if assessment is to be appropriate and fit for purpose.
“Teaching is only about motivating and supporting the student to make considered and reflective
decisions about his or her learning. The learner is at the heart of it all.”
Absolum, 2006, page 24
Assessment for learning must be underpinned by:
the utmost confidence that every student can improve
the concept of “ako”.
Ako is expressive of the idea that teaching and learning are reciprocal processes; the implication being that
teachers and students must share and value each other’s sense making.
A range of approaches can be used
Assessment for learning uses a range of approaches to gather information about how students learn, what
they know and are able to do, what interests them, and what issues they have in relation to their learning.
These processes deliberately encourage students to reflect critically on their own progress in response to
feedback. In this way, teachers find out what works and are able to make informed teaching and learning
decisions.
The range of approaches includes:
day-to-day actions such as learning conversations
mental observations (which may or may not be recorded as notes)
student self and peer assessments of their capabilities and learning needs
detailed analyses of student work as the basis for informed feedback
use of assessment tools (for example, written tasks, structured interview questions, observation
checklists).
The form of the assessment is less important than the use to which the information gathered is put.
Learn more:
Principles of assessment for learning
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Diagnostic, formative, and summative assessment
Assessment is often thought of as diagnostic, formative, or summative. But information gathered for one
purpose can almost always be used for another.
For discussion and suggestions, go to:
Diagnostic assessment
Formative assessment
Summative assessment
Learn more (online assessment resources):
Assessment Online for assessment in the context of The New Zealand Curriculum
Assessment for learning is a UK site that has a focus on assessment of languages learning.
Directions for Assessment in New Zealand is a paper on pedagogical and policy directions for
assessment. This paper is available as a download from the Assessment position papers page.
< back to pedagogy
Diagnostic assessment
Diagnostic assessment (also referred to as pre-assessment) takes place at the beginning of a learning cycle.
It is designed to reveal the specific strengths and needs of a student or group of students in relation to the
upcoming learning. Diagnostic assessments provide base-line data against which new learning can be
measured and progress monitored.
Diagnostic assessment enables a teacher to:
establish students’ prior knowledge (and backgrounds)
identify misconceptions
make informed planning decisions.
Learn more:
Principles and actions that underpin effective teaching in languages
Meeting students’ needs
What might diagnostic assessment involve?
Diagnostic assessment for learning languages may involve:
reviewing previous school and/or teacher assessment information
giving a pre-test to establish students’ knowledge and skill in relation to one or more of the three
learning languages strands
interviewing students about or in the target language to determine their skills and confidence
giving students a practical task, for example, a speaking or reading task
assessing both receptive and productive skills by asking a student to talk to another student in the target
language about (for example) a film they have both seen
designing a co-operative learning task (for example, an information gap task) that will enable you to
simultaneously assess the capabilities of several students
questioning to probe students’ knowledge and skills
students self-assessing their confidence and proficiency on specified aspects of language learning (for
example, communicating appropriately in different situations).
Learn more:
Highland learning and teaching toolkit
Return to previous page
Formative assessment
Formative assessment occurs during learning. It typically provides qualitative (rather than quantitative)
feedback for both student and teacher, and focuses on details of content and performance.
Formative feedback and metacognition
Formative feedback and intercultural communicative competence
What might formative assessment look like?
Formative feedback and metacognition
Formative feedback also has an important role in increasing students' metacognitive awareness of how they
learn.
“Metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything
related to them, for example, the learning-relevant properties of information or data. For
example, I am engaging in metacognition if I notice that I am having more trouble learning A
than B; if it strikes me that I should double check C before accepting it as fact.”
Flavell, J. H. (1976). Metacognitive Aspects of Problem Solving. Hillsdale, NJ: Earlbaum.
When reading a text in the target language, for example, students develop their metacognitive awareness by
asking themselves questions such as these:
What am I trying to accomplish?
What strategies am I using?
How well am I using the strategies?
What else could I do?
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Formative feedback and intercultural communicative competence
Today, the goal of language teaching and learning is intercultural communicative competence. Achieving this
goal requires understanding of the relationship between culture and language. And the emphasis of all
teaching is on learning how to communicate effectively rather than on being able to speak like a native
speaker.
Quality feedback for learning languages:
clarifies performance expectations (goals, criteria, expected standards)
facilitates self-assessment and peer-assessment in learning
provides high quality information to students about their learning
encourages teacher and peer dialogue around learning
encourages positive motivational beliefs and self-esteem
provides ways to close the gap between current and desired performance
provides information to teachers that they can use to adjust their teaching.
Learn more:
An introduction to the concept of intercultural communicative competence
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What might formative assessment look like?
1. Receptive skills
Formative assessment focuses on how well students recognise and interpret linguistic and cultural meanings
embedded in oral, written, and visual texts.
Example 1: Radio talkback programme (oral) in German
The radio host opens the programme by addressing the audience: Liebe Hörer und Hörerinnen.
Can students recognise that the words "Hörer" (male listeners) and "Hörerinnen"(female listeners)
draw attention to gender?
Would they be able to note that, in contrast, it is considered good form in English is to avoid
gender-based distinctions?
Can they find examples to illustrate this point, for example, “actor”, which is used for both genders
(and “actress” but rarely)?
What connections can students make to linguistic and cultural practices in their own languages(s) and
culture(s)?
What further examples can they provide?
How do such understandings help them to differentiate between worldviews?
Example 2: A poster combines written and visual text elements to persuade potential travellers to visit
Smoa for a holiday
Can students comment on how readers approach texts like this? For example, people don’t read posters
in the same way as a written text (in linear fashion, from left to right). The visual image (photo), and
the selection and arrangement of different text elements (caption, quotes, questions, phrases,
metaphors, etc.) offer the reader a variety of entry points.
Can students comment on how captions and other text elements on the photo impact on the minds of
viewers/readers as they construct meaning from them, as they link what they see and read to their prior
knowledge of Smoa and, perhaps, other Pacific islands?
2. Interacting
Formative assessment focuses on how students create, communicate, and reflect on linguistic and cultural
meaning as they interact with other speakers in social contexts. Two examples:
Example 1: Informal conversational exchange (oral) in Cook Islands Mori
Josh is talking to Tino about his recent holiday in the Cook Islands. He uses the plural pronoun "mtou" (we,
us) to show that he is including his family:
Tino! N nana i mtou i oki mai ei n Rarotonga mai. (Tino, we have just come back from Rarotonga).
Tino responds with the same inclusiveness, using the plural pronoun "ktou" (you: more than two) to refer to
both Josh and his family.
What connections can students make to corresponding linguistic and cultural practices in English and
their own languages(s) and culture(s)?
What examples can they provide?
How can such understandings help them convey cultural meanings in their own interactions?
Example 2: Semi-formal conversational exchange (oral) in French
Damien finds himself in an intercultural space when a French speaker asks him to name some typical New
Zealand foods.
As he reflects on his own culture in relation to French culture, he concludes that New Zealand doesn’t have
typical dishes in the sense that France does:
“Je ne connais pas de plats typiques en Nouvelle-Zélande comme en France.”
In the process, Damien is challenged to consider his own identity and assumptions:
“Peut-être les desserts comme la pavlova …” (Perhaps desserts like pavlova); “Le hangi, c’est un plat
Mori” (Hangi is a Mori “dish”).
How might your students respond in a situation like this?
Would they choose similar items?
What other foods might they think of to answer the French speaker’s question?
How would their responses challenge their assumptions and possibly make them think about their identities?
3. Productive skills
Formative assessment focuses on how students create linguistic and cultural meanings and how they
communicate these meanings via different texts to the appropriate audiences.
Example 1: Yearbook entry (written) in Japanese
Sarah uses the expression , which is more commonly used in letters of thanks to individuals, and therefore
less appropriate in a yearbook entry.
Would Sarah still manage to communicate her meaning to speakers of Japanese?
Can your students use the language forms that are appropriate for the audiences of the texts they
create?
What comparisons and connections can they make with comparable texts and practices in their own
cultures?
How do such understandings help them use language to convey appropriate cultural meanings?
Example 2: Letter to the editor (written) in lea faka-Tonga
When writing her letter to the editor expressing her concern about children’s TV viewing habits, Rebekah
chooses to use "lea tavale", the everyday, neutral level of language: for example, "sio" (look, watch) and "to‘
onga" (behaviour).
She also uses some words that are customarily associated with "lea fakamatpule", the polite level of
language: for example, "mamata" (view).
How might students comment on this mix of levels and its appropriateness in the context?
Can they use the language forms that are appropriate for the audiences of the texts they create?
What comparisons and connections can they make with comparable texts and practices in their own
cultures?
How do such understandings help them use language to convey appropriate cultural meanings?
Learn more:
Using evidence in the classroom for professional learning
Evidence from TPDL shows a fit between learning languages and the vision of The New Zealand
Curriculum for young New Zealanders.
Exploring assessment for learning
The process of using evidence for learning.
Summative assessment
Summative assessment occurs after learning.
Summative assessment enables teachers, students, and parents/whnau to gain an indication of student
achievement at a particular point in time. This may be at the end of a unit of work, at the end of a term, or in
a final examination.
What might summative assessment look like?
Summative assessment might include but is not limited to:
portfolio assessment
end-of-unit tests of productive and receptive skills in particular contexts
communicative tasks that integrate receptive and productive skills and that students work on over
multiple periods
a presentation or performance to showcase learning
a video, recording, or other creative work as evidence of learning
NCEA assessments.
Learn more:
Assessment Online covers all areas of assessment in the context of The New Zealand Curriculum.
NCEA on TKI
NZALT Certificates of Excellence for students
Common European framework of reference for languages: Learning, teaching, assessment
Strands
Learning languages is structured in three strands:
communication
language knowledge and cultural knowledge.
Communication is the core strand because being able to communicate is the core aim of all language
learning. The other two strands are directed specifically at developing the linguistic and cultural awareness
needed for intercultural communicative competence.
The achievement objectives in the communication strand provide the basis for assessment. The two
supporting strands are assessed only indirectly, through their contribution to communication.
Progression in learning languages
Progression in the communication strand, levels 1–8
Progression in the communication strand, levels 6–8
Progression in the language knowledge and cultural knowledge strands, levels 1–8
Progression in the language knowledge and cultural knowledge strands, levels 6–8
Context elaborations
A context is any situation, scenario, or activity that gives students the opportunity to interact or communicate
using the target language. A context elaboration is an annotated text that has been created or generated in
response to a particular situation, scenario, or activity. It may be, for example, the transcript of a spoken
interaction. It may be productive or receptive. The annotations make links to the descriptor and achievement
objectives and highlight language/cultural features.
Context elaborations provide examples of what is expected of students who are achieving at the specified
level.
Assessment for qualifications
Achievement standards now align with The New Zealand Curriculum. Please ensure that you are using the
correct version of the standards by going to the NZQA website.
The NZQA subject-specific resources pages are very helpful. From there, you can find all the achievement
standards and links to assessment resources, both internal and external.
Learn more:
NZQA: Chinese subject resources
NZQA: Cook Islands Mori subject resources
NZQA: French subject resources
NZQA: German subject resources
NZQA: Japanese subject resources
NZQA: Gagana Smoa subject resources
NZQA: Spanish subject resources
Aligned level 1 achievement standards were registered by NZQA for use in 2011 and level 2 achievement
standards were registered in 2012. Level 3 were registered for use in 2013.
Assessment for qualifications:
Level 6
Level 7
Level 8
Proficiency descriptors
The proficiency descriptor for each pair of curriculum levels describes what students should know and be
able to do when they are achieving at that level. The proficiency descriptors can be thought of as overarching
learning objectives.
In learning languages, the proficiency descriptors sit above the achievement objectives and, at each level, it is
the descriptor that provides the primary focus for all teaching and learning. This means that, for most
practical purposes, the descriptors fulfill the role that the achievement objectives have in other learning areas,
and the function of the achievement objectives is to provide a level of unpacking of the descriptors.
Unlike the achievement objectives in other subjects – typically fairly discrete packages of knowledge,
understandings, and skills that are individually assessable – the achievement objectives in learning languages
are not to be separated or individually assessed.
Descriptors and objectives: Level 6 | Level 7 | Level 8
Achievement objectives: Level 6
Proficiency descriptor
Students can understand and produce more complex language. They can communicate beyond the immediate
context, for example, past and future events. Students can understand and produce a variety of text types.
The three communication objectives work together; the objectives for language knowledge and cultural
knowledge support students’ communicative proficiency.
Communication
In selected linguistic and sociocultural contexts, students will:
communicate information, ideas, and opinions through different text types
express and respond to personal ideas and opinions
communicate appropriately in different situations.
Language knowledge
Students will:
understand ways in which the target language is organised for different purposes.
Cultural knowledge
Students will:
understand ways in which the target culture is organised for different purposes.
The step up from earlier levels
At levels 3 and 4, students are expected to understand and produce information and ideas and express and
respond to personal needs and interests. The content and language of the communication is targeted at
describing concrete aspects of their own background and immediate environment.
By the end of level 6, in addition to the above, students are expected to communicate information, ideas, and
opinions and to express and respond to personal ideas and opinions. The content and language of the
communication is now targeted beyond the immediate context to include appropriate expression of opinions
using a variety of text types.
Possible context elaborations
The context elaborations provide examples of what is expected of students who are achieving at the specified
level.
L6 CEs: Chinese
L6 CEs: Japanese
L6 CEs: French
L6 CEs: German
L6 CEs: Spanish
L6 CEs: Cook Islands Mori
L6 CEs: Vagahau Niue
L6 CEs: Gagana Smoa
L6 CEs: Tongan
For information on NCEA achievement standards for learning languages, see Assessment for qualifications:
Level 6.
New Zealand Sign Language L6: Context elaborations
Students are expected to communicate information, ideas, and opinions, and express and respond to personal
ideas and opinions in areas of most immediate relevance. The content and language of the communication is
targeted beyond the immediate context to include the expression of opinions. Students are expected to
understand and produce a variety of text types.
Context and text type
Examples showing how the student
Intercultural communicative competence
Example 1: Deaf Club
Deaf Club film
Aroha is a hearing person, conversing with Luca, a Deaf person. The conversation is about Aroha’s first time
at Deaf club. They discuss Aroha’s experiences and Luca offers to go with her next time.
Text type
Informal signed conversation. Interactive.
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Examples showing how the student is:
Communicating information, ideas, and opinions beyond the immediate context
Aroha uses a yes/no question to gather ideas:
Nod GREAT IX-me LOVE GO IX-loc AGAIN. INTERESTING SEE DEAF WORLD.
Luca asks a question to initiate the discussion:
FINE++ PROBLEM
Luca gives information about Deaf club and Deaf culture:
IX-you MEAN LIKE WAVE OR
In response to Aroha’s question, Luca says that she will go to the Deaf club with her:
OH IX-you ONLY
HAVE+++ MAYBE NEXT TIME WE-two GO-TO IX-loc INTRODUCE
MEET++ DEAF PEOPLE
NZSL features such as negation, affirmation, pronouns and locatives (through pointing), facial expression
and grammar, correct handshapes, appropriate signing space, body language, non-manual signs and different
forms of questioning have a bearing on the overall effectiveness of the communication and must be taken into
consideration.
OH IX-you ONLY
DEAF PEOPLE
HAVE+++ MAYBE NEXT TIME WE-two GO-TO IX-loc INTRODUCE MEET++
Aroha is constructing her understanding of Deaf culture as they converse:
IX-me LEARN HOW DEAF ATTENTION
Expressing and responding to personal ideas and opinions
Aroha expresses her enjoyment at having had a new experience, which is reinforced by facial expression to
show emotion:
YES EVERY-ONE NICE FRIENDLY IX-they PATIENT WHEN IX-me
IX-them
Aroha describes a new experience using adjectives:
AWESOME EXPERIENCE. AMAZING.
Luca responds to Aroha by reiterating her personal viewpoint:
SIGN LANGUAGE VISUAL HANDS CHATTING-away
YES KNOW++ POSS-tend DEAF SIGN
Communicating appropriately in different situations
Aroha uses a formulaic expression to end the conversation:
YES IX-me LOOK-FORWARD SEE-you NEXT WEEK
Questions are used to maintain the flow of the conversation:
FINE++ PROBLEM
Aroha uses clear facial expression to match her views:
LAST SATURDAY NIGHT IX-me FIRST TIME WENT IX-loc DEAF CLUB. IX-me SURPRISE
Understanding how language is organised for different purposes
The text illustrates the use of short words, phrases and simple sentence patterns which are a feature of
conversational exchanges:
Luca shows respect for Aroha’s lack of cultural knowledge:
OH IX-you ONLY
HAVE+++ MAYBE NEXT TIME WE-two GO-TO IX-loc INTRODUCE
MEET++ DEAF PEOPLE
Luca uses a formulaic greeting:
HI HOW-ARE-YOU
Aroha gives a precise statement about her new learning at the Deaf club:
IX-me LEARN HOW DEAF ATTENTION
Both signers use non-manual signals to show meaning/opinion. For example to modify a level of emotion
like surprise:
LAST SATURDAY NIGHT IX-me FIRST TIME WENT IX-loc DEAF CLUB. IX-me SURPRISE
Transliterations based on English forms sometimes enter a conversation in NZSL. As the flow of
communication is not interrupted, Aroha, a learner of NZSL, clearly understands what Luca says.
in NZSL compared with HOW ARE YOU, which is based on spoken English. Luca
uses formulaic colloquial expressions that are typically used in informal conversations and are specific
to NZSL:
OH IX-you ONLY
HAVE+++
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Opportunities for developing intercultural communicative competence
Students could research and compare the Deaf community with their own or another culture. They could
make connections with comparable aspects of other languages and cultures known to them. What similarities
and differences can they identify between their own culture and that of Deaf people? What different
technologies are used by Deaf people?
Students could explore their own experiences of being in an unfamiliar cultural setting: visiting a marae or a
foreign country. How did they find out expected behaviours? What made behaving appropriately easy or
difficult? How might students use the knowledge they have gained to communicate respectfully within the
Deaf community?
Students could explore examples of NZSL language features in conversational texts, especially greetings and
how conversations are sustained and ended. Students could compare these findings to other known
languages.
Assessment for qualifications: Level 6
New Zealand Sign Language L6 context elaborations: Example 2
NZSL L6: Example 2
Example 2: Hanmer Springs trip
Student recounts the highlights of a recent family trip to hot pools at Hanmer Springs, where she met her
Deaf friend and enjoyed talking to her while they relaxed in a pool.
Text type
Informal recount. Productive.
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Student communicates information about a family day trip using past tense. She says where they went.
LAST WEEKEND MY FAMILY IX-me LCL: DRIVE-to, IX-loc
IX-Loc HOT POOLS
, fs, HANMER SPRINGS
Student expresses an opinion:
WOW POSS-your HAIR SHORT IX-you LOOK GOOD
Student expresses her opinion using adjectives to describe the view, which she compares with a previous
season:
RELAX SUN (intense) LOOK-around SNOW MOUNTAIN BEAUTIFUL SNOW++ LOVELY
CHANGE SPRINGTIME TREES GREEN.
Student expresses happiness that she saw her friend:
GREAT CATCH-UP WITH IX-her IX-ME
LONG-TIME
Student expresses her opinion that price of locker is cheap:
WE GO-TO CHANGE FINISH PAY UMM $2 FOR LOCKER. THINK IX CHEAP
Student explains Hanmer Springs is her family’s favourite place to relax:
LAST WEEKEND POSS-my FAMILY IX-me LCL: DRIVE-to, IX-loc
SPRINGS IX-loc HOT POOLS
, fs, HANMER
Student uses culturally appropriate behaviours, such as eye contact before beginning a conversation and a
small wave to gain attention.
Student uses appropriate facial expression to show her pleasure in the warmth of the pool:
AHH (2h) WARM
Pronouns are shown through pointing to indicate who is being referred to:
SEE POSS-my FRIEND SARA IX-me wave-for-attention IX-she COME-along SIT-next-to-me
IX-loc is used to show location:
CHRISTCHURCH IX TO IX f/s HAMNER SPRINGS 1 ½ HOUR DRIVE
Classifier is used to show plural, for example, long line of people:
FINALLY ARRIVE SEE PCL: long-line-of-people WE WAIT++ PCL: move slowly
Non-manual signal is used to show intensity and movement of the sun:
RELAX SUN (intense) LOOK-around
Raised eyebrows and a rhetorical question are used to introduce the topic of the conversation:
TOPIC
, LAST WEEKEND
Student uses a headshake to show negation:
IX-me
IX-her LONG-TIME
Student uses UMM as filler to process information:
WE GO-TO CHANGE FINISH PAY UMM $2 FOR LOCKER.
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What does a Deaf person need to take into account on trips or holidays? When people travel to other cultures,
they experience different expectations. Students could explore these differences.
Students could investigate the way recounts in NZSL are different from recounts and storytelling in another
language or culture. What Deaf cultural features in NZSL are particular to recounts and storytelling? For
example: the way the story is set up, the language features present and the use of space to enhance the
recount.
NZSL L6: Example 3
Observations a student might make
Example 3: Poster for Speech Competition
Poster for Speech Competition Film
The student signing promotes a Speech Competition, advertised in the poster. This clip is to be placed on the
Deaf Centre website.
Text type
Informal. Receptive.
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Observations a student might make concerning:
Information, ideas, and opinions communicated in the text
Student signing provides details for the event:
NOW, list IX finger
, KELSTON BOYS’ HIGH SCHOOL IX- loc
IX-loc
,7.00 - 9.00, NIGHT
Student signing gives the categories for the speech competition, using the sign “group” in three locations.
(loc left, left middle, loc right)
IX-loc left GROUP RESEARCH CAN SIGN OR ORAL, SPEECH
IX-loc middle GROUP TRUE LIFE STORY
IX-loc right GROUP NZSL
SIGN OR SPOKEN ENGLISH
SIGN IX
Student attempts to evoke a response in the audience using a formulaic expression, “come on” and an
imperative.
COME-ON, MAKE YOUR PARENT PROUD
How the writer expresses personal ideas and opinions
Student signing expresses their own opinion on the value of the prize money by using multi- channel sign.
COME-ON,
, $100.00
COME-ON
Student signing challenges others to participate using a rhetorical question and a superlative.
COMPETE+++, WHO BEST?
Student signing expresses a personal opinion about the event.
FANTASTIC ALWAYS, INTERESTING
, YOU
ENJOY, SAME ME
How the language in the text is organised for the writer’s purpose
Rhetorical questions are used to get the target audience’s attention in a Deaf-appropriate way. Listing and
rhetorical questions give structure and clarity to information delivery.
NOW, list IX finger
list 3rd finger
List 4th finger
, KELSTON BOYS’ HIGH SCHOOL IX- loc
IX-loc
, 24 SEPTEMBER
, NIGHT
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Speech competitions are valued in Deaf culture. Students could use this signed poster as a stimulus for
reflecting on and discussing the unique features of a Deaf speech competition and the challenges to be met by
contestants and organisers. How could students support each other to enter?
Deaf culture has other unique activities that differ from hearing culture, for example Deaf Sport. Students
could compare and contrast other Deaf activities with similar activities in hearing culture, identifying the
positives for Deaf culture. How do activities such as Deaf sport enrich Deaf culture? Students could consider
the specific needs of Deaf people in the sporting world, including investigating the differences between
equipment and commands that Deaf and hearing use. What Deaf activities are students involved in already?
What activities would they like to be involved in?
Students could prepare posters advertising another Deaf event, for example, KDEC Sports Day and prepare
and sign a presentation promoting the event. They could consider the purpose, the target audience and the
kinds of language used.
Students could compare two posters; one with strong visual elements and one with strong verbal elements,
for example, metaphorical language. Discuss which is more Deaf friendly and why?
ideas and opinions in areas of most immediate relevance. The content and language of the communication
strand is targeted beyond the immediate context to include the expression of opinions.
Students are expected to understand and produce a variety of text types.
Example 1: Phone conversation
Pengpeng — Rebecca ?
Rebecca —
Pengpeng —
Rebecca —
Pengpeng —
Rebecca —
Pengpeng —
Rebecca —
Pengpeng —
Rebecca —
Pengpeng — !
Rebecca —
Pengpeng -
Pengpeng, a Chinese student, invites her friend Rebecca, who is learning Chinese, to her birthday party. They
discuss what activities there will be, what they need to bring, and how to get there.
Text type
Phone conversation, informal. Interactive.
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Rebecca uses to greet Pengpeng. This greeting is more often used in a face-to-face situation. is the
conventional greeting in a phone conversation. Rebecca’s use of does not however appear to inhibit
communication.
Rebecca uses the past tense to communicate information beyond the immediate context:
Rebecca asks many questions about the birthday party, for example:
This is spoken interaction, so features such as pronunciation, intonation, rhythm patterns, delivery speed,
audibility, stress patterns, and tones have a bearing on the overall effectiveness of the communication and
need to be taken into consideration.
Rebecca expresses acceptance of Pengpeng’s suggestions:
/.
Rebecca responds to Pengpeng’s comments by asking questions, for example:
The text illustrates the use of questions to seek information:
Such questions also help sustain the conversation.
Rebecca shows that she understands Pengpeng’s use of when giving suggestions and advice () by replying,
She seems to understand the convention in Chinese culture that guests are not expected to contribute anything
towards the party when they accept the invitation. It can be seen as a great insult to the host if they BYO.
Pengpeng uses colloquial expressions such as . It is the Chinese custom to give money in a red envelope as a
present. Pengpeng says it as a joke, as she understands that it is not the case in New Zealand. Rebecca seems
to understand Pengpeng’s humour.
(LOL) is another colloquialism that Pengpeng uses when speaking to Rebecca. She uses it because it is an
expression that is commonly used in New Zealand English, and she knows that Rebecca will most likely
understand it. Students could investigate whether this expression is used in the languages they know.
means 'correct', and is seldom used as equivalent to the English 'yes'. In Chinese, it is usual to repeat the verb
from the question to confirm or agree with something. Here, it would have been more appropriate for
Rebecca to have replied to Pengpeng’s question by saying or Pengpeng, however, appears to understand
what Rebecca means.
Rebecca’s interrogative sentence is grammatically incorrect. As a yes/no question, it should read The
grammatical error does not appear to impede the effectiveness of the communication.
Pengpeng gives an informal greeting, , when answering the phone. This sets the tone of the conversation as
an informal encounter.
The conversation ends with Pengpeng repeating Rebecca’s last sentence, to indicate to Rebecca her
confirmation of the arrangements for the party.
The conversation is clearly an intercultural encounter. When Pengpeng invites Rebecca to her party, Rebecca
needs to find out what Pengpeng’s expectations are in relation to culturally appropriate behaviour. Rebecca
and Pengpeng construct their cultural understandings through their interaction, because Rebecca takes the
initiative in asking questions.
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The sentence provides an opportunity for students to understand that money wrapped in red can be used as a
birthday present.
Students can explore why Chinese people regard red as a lucky colour, and what qualities they invest in other
colours. They can make comparisons and connections with the different associations of colours in their own
cultures, for example, the colours associated with weddings and funerals.
Chinese L6 context elaborations: Example 2
Chinese L6: Example 2
Example 2: Questionnaire
Glossary
— huìlíngdùn — Wellington
— gúohuìdàloú — parliament
— shod — capital
— yúanxíng — round
— fngw — beehive
— bówùgun — museum
— xwàng — hope
’ ‘ Te
Papa
Courtney
Place
Courtney
Place
A Chinese travel agency has put together a questionnaire for clients who are interested in travelling in New
Zealand. An itinerary will be proposed, based on the client’s interests and hobbies. The example is a
completed questionnaire. The respondent has identified their interests and hobbies, and the agency has
proposed an itinerary that caters for these preferences.
Text type
Questionnaire, formal. Receptive.
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Information, ideas and opinions communicated in the text
The text illustrates the use of , to give suggestions.
Each question provides various alternatives, and the client has for the most part ticked one response per
question, for example:
.
The suggested itinerary is located in Wellington. Anyone unfamiliar with Wellington and its attractions may
have to investigate these further in order to be able to make meaning from the information.
The text illustrates the use of to give opinions.
The writer uses synonyms to describe one’s favourite place:
.
The completed questionnaire shows the client’s responses, together with the agent’s proposed itinerary.
How the writer communicates appropriately in the situation
The writer uses adjectives to describe Wellington as the cultural centre and capital of New Zealand, where
one can find many interesting places:
.
The text illustrates the use of short sentences (for example, ) as responses to questions. This pattern is typical
of questionnaires. Short sentences give the reader easy access to the various alternatives.
The text contains sequence words ( ) to suggest that activities can be done in a particular order.
The writer uses temporal adverbs such as and to introduce activities in an appropriate time sequence.
The writer uses a formal salutation, , at the end of the itinerary, expressing the wish that the tourists will
have a good time.
The text is presented in table form and arranged logically. This makes the information readily accessible and
encourages reader participation.
TOP
The questionnaire could be used as the starter for a series of discussions in which students make their own
responses to the questions and proposed itinerary.
As a follow-up, students could be asked to propose an itinerary for another student, based on their responses
in the questionnaire.
Students could investigate the language and cultural conventions found in similar texts on a range of topics.
What do these have in common? What language features are well represented? How could they apply this
knowledge to developing their own survey questions in Chinese?
Students could compare English questionnaires with Chinese questionnaires. What similarities and
differences do they notice? What topics are chosen? What questions are asked? What suggestions are made?
Example 3: Email
A student sends a message to his teacher, saying he was sick, and apologising for his absence from his
Chinese lesson. The teacher is Chinese.
Text type
Email, semi-formal. Productive.
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Communicating information, ideas and opinions beyond the immediate context
The student addresses the teacher formally:
The student uses compound sentences to give reasons for not being at school:
.
The student includes the date:
The text illustrates the use of to make a prediction:
.
Li Xiaoming apologises for not being able to go to school due to illness:
.
He understands that it is important to notify the school in such circumstances. In addition, because of the high
regard for education in Chinese culture, and because his teacher is Chinese, Li Xiaoming wishes to show his
respect both for the teacher and for education in presenting his apology.
Li Xiaoming shows his understanding of Chinese conventions when he addresses his Chinese teacher by
profession, not by name:
.
In the Chinese context, a note is considered relatively informal. As a level 6 learner of Chinese, Li Xiaoming
understands that a note is acceptable and is concise but polite. He has not yet learnt the various formulaic
expressions, specific vocabulary, and particular conventions of formal letter writing in Chinese.
Li Xiaoming uses a more relaxed salutation, , to end the note, rather than .
Even although his writing style is relatively informal, Li Xiaoming uses polite language (as shown by his use
of ) to show the relationship between himself and his teacher.
Li Xiaoming consciously addresses himself as to further stress the writer–recipient relationship, and to show
respect for his teacher.
The Chinese word for teacher, , is created by putting the characters for 'old' and 'wise' together, indicating
the expectations of, and respect for, teachers in Chinese society.
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Students could explore the different meanings of the characters (teacher), (Mr), and (Mrs), and how they
are used in different contexts and text types. In Chinese culture, people are usually addressed by their family
name then their profession; sometimes only by their profession. This shows that the culture places attaches
more significance to one’s family and social status than to one’s status as an individual.
Students could investigate the ways teachers (and others) are addressed, and the value placed on their role in
Chinese-speaking and other environments.
Example 1: Colonie de vacances
Orange, le 13 juillet
Cher correspondant,
Comment vas-tu?
Il ne fait pas trop froid en ce moment chez toi? Ici, il fait soleil mais il y a du vent tous les jours. Les grandes
vacances, j’adore. Cette année, je vais passer 4 semaines avec des copains en colonie de vacances.
Notre camp est situé dans une forêt à environ 50 km d’une ville gallo-romaine qui s’appelle Orange. Pour le
moment je trouve ça génial. Nous sommes arrivés il y a une semaine et j’ai déjà fait un tas d’activités que je
ne connaissais pas, comme la planche à voile et l’escalade. On nous a dit que demain nous irons au Pont du
Gard qui est un vieil aqueduc célèbre construit par les romains. Nous y pique-niquerons sur place et nous
aurons aussi le droit de nous baigner. Et devine qui doit préparer les casse-croûtes au saucisson pour les
panier-repas? C’est moi bien sûr! Je vais passer longtemps à beurrer les baguettes. Et toi? Qu’est-ce que tu as
fait depuis ma dernière lettre? As-tu des vacances bientôt? Qu’est-ce que tu as l’intention de faire?
J’attends ta lettre avec impatience,
Amitiés,
Alex
TOP
Alex, a native speaker of French, writes to his e-pal, Henry, describing his holiday experiences.
Text type
Letter/email, informal. Receptive.
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Alex uses the future tense to communicate his holiday plans:
je vais passer 4 semaines …
He uses the past tense to communicate information about past events:
nous sommes arrivés il y a une semaine.
Alex acknowledges the difference in seasons between France and New Zealand:
Il ne fait pas trop froid en ce moment chez toi? Ici, il fait soleil mais il y a du vent tous les jours.
Alex shares a lot of information about the colonie de vacances, for example:
Nous sommes arrivés il y a une semaine et j’ai déjà fait un tas d’activités que je ne connaissais pas,
comme la planche à voile et l’escalade.
He also gives explanations where he thinks these are needed, for example:
On nous a dit que demain nous irons au Pont du Gard qui est un vieil aqueduc célèbre construit par les
romains.
In describing the weather in France, Alex uses mais to imply that the wind is not pleasant:
Ici, il fait soleil mais il y a du vent tous les jours.
Alex gives his opinion on holidays:
Les grandes vacances, j’adore.
He uses simple verbs and adjectives to express an opinion:
Je trouve ça génial.
He expresses an opinion indirectly when he writes about his role in preparing for the picnic:
Et devine qui doit préparer les casse-croûtes au saucisson pour les panier-repas? C’est moi bien sûr! Je
vais passer longtemps à beurrer les baguettes.
Alex refers in his letter to taken-for-granted aspects of life in France, which are examples of
culture-in-language. For example, colonie de vacances, beurrer les baguettes. These may require further
investigation by students to help them to understand their meanings and significance in French culture.
Alex makes reference to local rules regarding swimming in certain locations:
Nous y pique-niquerons sur place et nous aurons aussi le droit de nous baigner.
Alex addresses his e-pal using the tu form of the pronoun, indicating a familiar relationship:
Comment vas-tu?
Alex follows the conventions of letter writing:
Orange, le 13 juillet; Cher correspondant; J’attends ta lettre avec impatience; Amitiés.
He seems to be conducting a one-sided conversation, for example:
Et devine qui doit préparer les casse-croûtes au saucisson pour les panier-repas?
Even though he goes on to answer his own question, he has, by asking the question, directly stimulated
interaction with his reader.
The text illustrates the use of the on pronoun to convey general information:
On nous a dit que demain nous irons au Pont du Gard qui est un vieil aqueduc célèbre construit par les
romains.
Alex ends the communication:
Et toi? Qu’est-ce que tu as fait depuis ma dernière lettre?
These questions also help sustain interaction as they provide leads for Alex when he comes to reply.
TOP
There are many examples in the text of culture-in-language (colonie de vacances, beurrer les baguettes, ville
gallo-romaine, les casse-croûtes, les paniers-repas, construit par les romains, among others). Students could
investigate these and the place they have in French culture and society. Students could look for and examine
comparable examples from their own languages and cultures. How would they respond to Alex’s questions?
What things would they mention? And which of these would they need to explain?
French L6 context elaborations: Example 2
French L6: Example 2
Example 2: First canteen experience
Maeva — Alors comment tu as trouvé ton premier repas à la cantine? Ça t’a plu?
Afshana — Euh, c’est différent … je ne suis pas sûre …
Maeva — Non, mais dis-moi la vérité.
Afshana — Les frites étaient bonnes, elles étaient plus fines que chez nous.
Maeva — Tu n’as pas aimé l’entrée?
Afshana — La salade de carottes râpées? Oui, mais la vinaigrette était trop salée à mon goût.
Maeva — Alors en Nouvelle-Zélande, qu’est-ce qu’on mange à midi?
Afshana — D’habitude ma mère me donne quelque chose comme un sandwich, des chips et un fruit.
Maeva — C’est tout, juste un sandwich? C’est assez? Tu n’as pas encore faim après ça?
Afshana — Non, n’oublie pas qu’on a seulement 40 minutes pour déjeuner. Mais quelquefois le matin,
pendant la récré, j’achète un 'pie'. Tu sais, ça ressemble à une tourte. Mais je ne les achète pas tous les jours
… c’est cher! Et on ne gagne pas grand-chose quand on travaille comme caissière.
Maeva — Tu as le droit de travailler pour avoir de l’argent de poche! Quelle chance!
TOP
Afshana, an exchange student in New Caledonia, is eating for the first time at the school canteen with her
host sister, Maeva.
Text type
Conversational exchange, informal. Interactive.
TOP
Afshana hesitates as she is not sure how to respond to Maeva’s question:
Euh, c’est différent je ne suis pas sûre …
In order to give information, Afshana makes comparisons with the food she is familiar with:
Les frites étaient bonnes, elles étaient plus fines que chez nous.
Afshana uses the imperfect tense to describe a continuing action or a past action of long duration:
Les frites étaient bonnes, elles étaient plus fines que chez nous.
Afshana’s replies make Maeva curious about what she experiences in New Zealand, so she asks her a direct
question:
Alors en Nouvelle Zélande, qu’est-ce qu’on mange à midi?
Afshana reminds Maeva about a significant difference in school organisation in the two countries, using an
imperative:
Non, n’oublie pas qu’on a seulement 40 minutes pour le déjeuner.
Afshana identifies the source of her pocket money:
Mais je n’en achète pas tous les jours … c’est cher! Et on ne gagne pas grand-chose quand on travaille
comme caissière.
It is clear that Maeva and Afshana are constructing their understanding of each other’s culture as they talk.
For example, Maeva is surprised to hear Afshana’s explanation concerning how she obtains her pocket
money:
Tu as le droit de travailler pour avoir de l’argent de poche! Quelle chance! This expression of surprise
would prompt Afshana to reflect more critically on her taken-for-granted assumptions about familiar
practices.
Afshana says: Non, n’oublie pas qu’on a seulement 40 minutes pour le déjeuner whereas a French speaker
may say:
Non, n’oublie pas qu’on n’a que 40 minutes pour déjeuner.
While both ways of expressing 'only' are acceptable in the context, the idiomatic use of pour déjeuner reveals
the French focus on verbs to indicate the action being undertaken. Instead, Afshana uses the noun equivalent
for lunch (le déjeuner), which she would use when speaking in English.
Similarly, when Afshana responds:
Mais je ne les achète pas tous les jours … c’est cher! a French speaker may have responded: Mais je
n’en achète pas tous les jours … c’est cher! demonstrating more idiomatic use of the language.
Effective communication has not been hindered by these differences in usage.
In response to Maeva’s initial question and subsequent prompts, Afshana expresses her view on the food she
has just eaten; for example:
mais la vinaigrette était trop salée à mon goût.
The text contains expressions that communicate frequency of action:
D’habitude ma mère me donne un sandwich, Quelquefois, j’achète un 'pie'.
Note Ashfana’s response to a negative question:
Oui, mais la vinaigrette était trop salée à mon goût. While her meaning is clear, a French speaker
would typically use si when responding to a negative question: Si, mais la vinaigrette était trop salée à
mon goût.
The girls use informal language when they are conversing. This can be seen, for example, in their use of the
pronoun tu when addressing each other:
Alors comment tu as trouvé ton premier repas à la cantine? Ça t’a plu?
When Maeva questions her about her response to the entrée, Afshana checks that she has correctly identified
it:
La salade de carottes râpées?
When Maeva asks how Afshana enjoyed her first canteen meal, Afshaha is still struggling with her reaction
to difference and is not sure how to reply:
Euh, c’est différent je ne suis pas sûre …
Both girls appear to be in an intercultural space when Afshana explains what she eats for lunch in New
Zealand and Maeva expresses surprise. They are both dealing with a challenge to their taken-for-granted
assumptions about what foods are eaten for lunch.
The text illustrates the use of on to express something that is generally accepted:
Non, n’oublie pas qu’on a seulement 40 minutes pour le déjeuner.
Afshana reveals a different cultural practice when she explains who usually provides her lunch at home in
New Zealand:
D’habitude ma mère me donne quelque chose comme un sandwich, des chips et un fruit.
Afshana and Maeva both use the word sandwich. However, sandwich refers to something rather different in
English and in French. The girls do not explain what they mean by the word, possibly because they both
assume the other has the same thing in mind.
The text illustrates the use of the pronoun tu (you), indicating a familiar relationship:
Tu sais, ça ressemble à une tourte.
Afshana mentions a New Zealand food, using the English word for it. She then explains what a 'pie' is,
realising that Maeva would probably not know:
Mais quelquefois le matin, pendant la récré, j’achète un 'pie'. Tu sais ça ressemble à une tourte.
Abbreviations are a feature of informal language; an example, la récré, can be found in the text: … pendant la
récré (la récréation).
TOP
Students could investigate a range of texts about meals and food in French-speaking environments. They
could note the items mentioned and explore these further to gain an understanding of the values placed on
these foods and the cultural practices associated with them. They could them make comparisons with their
own languages and cultures. How might they use this learning to help them create oral, written, and visual
texts to communicate with other speakers of French?
Example 3: Holiday in Biarritz
Au mois de mai je suis allée en France avec mes parents et ma sœur. Nous avons voyagé en avion et nous
avons loué une voiture. Nous sommes restés près de Biarritz dans un petit hôtel au bord de la mer. Biarritz se
situe dans le sud-ouest de la France près de la frontière espagnole. Tous les ans il y a les championnats du
monde de surf! La région était intéressante et pittoresque. J'ai fait de la planche à voile, j'ai joué au tennis et
je suis allée à la piscine. J'adore la planche à voile. J'ai aimé mes vacances parce que j'adore la mer. J'ai parlé
français dans les magasins. Mes parents étaient très contents!
[Adapted from http://www.bbc.co.uk/schools/gcsebitesize/french/writingh/holidaysrev2.shtml]
TOP
Larissa writes an article for an Alliance Française newsletter about an eight-day visit to France with her
family.
Text type
Article, formal. Productive.
TOP
The text includes a compound sentence:
J'ai aimé mes vacances parce que j'adore la mer.
Larissa uses the perfect tense to write about recent completed actions in the past, for example:
J'ai parlé français dans les magasins.
Larissa describes modes of transport, for example:
Nous avons voyagé en avion et nous avons loué une voiture.
She uses the imperfect tense to describe a continuous past action:
Mes parents étaient très contents!
She uses the present tense to make a general comment about a present state:
J'adore la planche à voile.
The sentences: J'adore la planche à voile and j'ai aimé mes vacances show the writer’s ability to express
liking, in both present and past. However, while Larissa conveys her meaning adequately, a French speaker
would probably express this idea somewhat differently; for example:
J’ai passé de super bonnes vacances! or J’ai beaucoup aimé mes vacances.
Larissa uses adjectives to offer a general opinion about the region she was holidaying in:
La région était intéressante et pittoresque.
She gives the reason for her enjoyment of the holidays:
J'ai aimé mes vacances parce que j'adore la mer.
She implies a reason for the choice of holiday in France:
J'ai parlé français dans les magasins. Mes parents étaient très contents!
Larissa understands the reader may need some explanation about Biarritz:
Biarritz se situe dans le sud-ouest de la France près de la frontière espagnole.
Because she is writing about a personal experience, Larissa uses the first person pronoun, for example:
Au mois de mai je suis allée en France; J’ai fait de la planche à voile.
New Zealand readers may find Larissa’s use of the first person je disrespectful in the context, given that she
travelled with her family. They may feel she should have used the first person plural nous instead.
Larissa comments on her new learning:
Tous les ans il y a les championnats du monde de surf!
Larissa uses the perfect tense to describe completed actions:
j'ai joué au tennis, nous sommes restés près de Biarritz.
The imperfect tense is used to describe how things were:
la région était intéressante.
She uses the present tense to express a current state:
j'adore la mer.
Larissa gives the reader precise information about her stay in France. For example:
Nous sommes restés près de Biarritz dans un petit hôtel au bord de la mer.
Larissa establishes a formal relationship with her readers, although she does not address them directly:
Au mois de mai je suis allée en France avec mes parents et ma soeur.
TOP
Students could investigate Biarritz further and find out why it attracts visitors. They could investigate
different places in the French-speaking world where people like to spend their holidays. What things attract
French people? What activities do they like?
What places in New Zealand would students recommend to potential French visitors? Why? Students could
apply their learning to produce a range of oral, written, or visual text types, for example, posters to attract
French tourists. What visual images would they use? What information (linguistic and cultural) would they
include? How could they be sure that what they produce will attract French visitors? What have they learned
through this task?
Students are expected to communicate information, ideas and opinions, and express and respond to personal
Examples showing how the student/s
Example 1: A favourite actor
Frank — Ich habe mir gerade eine Folge von House angesehen. Ich finde sie total toll, weil ich den
Hauptdarsteller genial finde.
Sabine — Find’ ich auch. Ich habe ihn das erste Mal in Stuart Little gesehen, da hat er Herrn Little gespielt.
Hast du den Film gesehen?
Frank — Nein, hab’ ich nicht, aber als Doktor House ist er sehr überzeugend. Ich bin ganz begeistert von
ihm. Er spielt zwar einen alten Arzt und er ist oft sarkastisch und ungeduldig, aber das finde ich unheimlich
lustig, weil er sich hauptsächlich mit seinen Kollegen streitet.
Sabine — Ja, er gefällt mir auch am besten in seiner Rolle als Gregory House. Diese Rolle ist wie für ihn
geschrieben.
Frank — Ja, das stimmt. Ich habe gestern ein Interview mit ihm gesehen und ich habe den Eindruck gehabt,
dass er im richtigen Leben viel netter und freundlicher ist als in seiner Rolle als House. Du musst das
Interview unbedingt anschauen. Warte, ich schicke dir den Link.
Sabine — Oh ja, danke. Das schau’ ich mir gleich an …
TOP
An extract from an online conversation between two students. Sabine, a native speaker of German who lives
in Dortmund, is chatting to Frank, a learner of German who lives in New Zealand, about his favourite actor.
Text type
Online interaction, informal. Interactive.
TOP
Examples showing how the student is/students are:
Frank communicates about a past event:
Ich habe mir gerade eine Folge von 'House' angesehen.
He expresses enthusiasm for an actor and his character in a particular TV series:
Ich finde sie total toll, weil ich den Hauptdarsteller genial finde.
He and Sabine are in agreement about the merits of the actor when she replies:
Find’ ich auch.
Sabine introduces new information and then asks a question that prompts Frank to reply and explore further:
Nein, hab’ ich nicht aber als Doktor House ist er sehr überzeugend.
A fluent speaker of German would more likely say:
Du musst dir das Interview unbedingt anschauen, nevertheless, Frank successfully communicates his
meaning, because Sabine replies, Oh ja, danke. Das schaue ich mir gleich an ...
Similarly, Frank does not use conventional word order when he says:
Ich habe gestern ein Interview mit ihm gesehen und ich habe den Eindruck gehabt, dass er im richtigen
Leben viel netter und freundlicher ist als in seiner Rolle als House.
Again, this does not appear to inhibit communication.
The film industry is a global phenomenon and offers mutual ground for people in social situations and across
cultures. Both Frank and Sabine find it easy to converse on these matters.
Frank compares the House persona with the actor’s real-life personality:
dass er ist im richtigen Leben viel netter und freundlicher als in seiner Rolle als House.
He goes on to express an opinion, and substantiate it:
Er spielt zwar einen alten Arzt und er ist oft sarkastisch und ungeduldig, aber das finde ich unheimlich
lustig, weil er sich hauptsächlich mit seinen Kollegen streitet. Frank’s opinion may well be different
from the opinions of others.
Frank uses particular expressions that indicate he is about to offer an opinion:
Ich habe den Eindruck, Er scheint …
Frank agrees with Sabine’s opinion:
Ja, das stimmt.
The speakers use informal and shortened language as is appropriate in a chat conversation, for example:
Find’ ich auch.
Because this is an extract, the greetings the participants would have exchanged do not appear. Informal
greetings would be standard, for example, Hi, 'Tschüss'.
Frank uses colloquial language:
Ich finde sie total toll …
Sabine and Frank use subordinating clauses to emphasise an opinion and give reasons for it:
… weil er sich hauptsächlich mit seinen Kollegen streitet.
They address each other informally using the 'du' form, for example:
Du musst das Interview unbedingt anschauen.
The text contains English words that have been adopted into German:
Warte, ich schicke dir den Link.
In Germany, the programme is called Dr House. The names of programmes, books, films, etc., adapt to the
cultures in which they appear. But Sabine instantly knew what Frank was talking about when he referred to
'House'.
The ability to send a web link while chatting is a feature of online conversations. See this in the interaction,
'Warte, ich schicke dir den Link'. Thanks to this facility, the other person can access relevant information
found elsewhere. Indeed, they can do this at the same time as they are participating in a conversation.
TOP
Students could go online and look for examples of German language in online chats, especially examples of
formulaic expressions, questions, and topics of interest. They could then compare these examples with
comparable examples in other known languages. How might they apply their learning to producing their own
online chats or conversations in German?
German L6 context elaborations: Example 2
German L6: Example 2
Example 2: Email from Germany
Hallo Leute,
Es gibt in unserer Schule etwa 700 Schüler und Schülerinnen. Wir sind in der neunten Klasse und das ist total
stressig, denn wir schreiben fast jeden Tag eine Klassenarbeit in irgendeinem Fach! Bei uns kann man erst ab
der neunten Klasse zurückversetzt werden, oder, wie wir es nennen, sitzen bleiben.
Unsere Schule ist anders als andere Schulen, denn sie ist eine Ganztagsschule und wir haben jeden Tag erst
nach der achten oder neunten Stunde Schluss. Die Schule beginnt um acht Uhr und jede Stunde hat 45
Minuten. Wir haben einen Schulkiosk, ein Schülercafé, einen Allesladen, wo es Lineale, Bleistifte, usw. gibt,
und außerdem gibt es auch eine Kantine.
Wir haben in der Woche vier Stunden Deutsch und fünf Stunden Englisch. Ab der sechsten Klasse haben wir
ein viertes Hauptfach, und wir können zwischen Französisch, Naturwissenschaften oder Arbeitslehre wählen.
Wir haben drei Stunden Sport in der Woche, zwei Stunden Jungen und Mädchen getrennt und eine Stunde
Jungen und Mädchen zusammen. Wir haben zwei Stunden Projektunterricht und behandeln Themen wie
Rauchen, Gewalt und die Umwelt, was ich sehr interessant finde.
Wir freuen uns sehr auf eure Podcast-Sendung und wollen gern wissen, ob die Schule in Neuseeland anders
ist und falls ja, in welcher Hinsicht! Auch was euch gefällt und nicht so gut gefällt!
Elke und Klasse 9C
TOP
An email from Elke and her class about their school in Germany, to which New Zealand recipients can
respond to by podcast.
Text type
Email, informal. Receptive.
TOP
Elke gives gives some specific facts about her school:
Es gibt in unserer Schule etwa 700 Schüler und Schülerinnen.
She makes a comparison with other schools, and elaborates on the difference:
Unsere Schule ist anders als andere Schulen, denn sie ist eine Ganztagsschule und wir haben jeden Tag
erst nach der achten oder neunten Stunde Schluss.
She gives specific information about aspects of school organisation and facilities, for example:
Wir haben drei Stunden Sport in der Woche, zwei Stunden Jungen und Mädchen getrennt und eine
Stunde Jungen und Mädchen zusammen.
She singles out 'Projektunterricht' and says what she thinks of it, but she does not explain it to her readers
because it is such a normal part of school life:
Wir haben zwei Stunden Projektunterricht und behandeln Themen wie Rauchen, Gewalt und die
Umwelt, was ich sehr interessant finde.
Her readers may attach different meanings to this word.
She uses the implied future to express anticipation:
Wir freuen uns sehr auf eure Podcast-Sendung.
She invites a response and expresses curiosity by suggesting the sorts of things she and her classmates would
be particularly interested in knowing more about:
… wollen gern wissen, ob die Schule in Neuseeland anders ist und falls ja, in welcher Hinsicht! Auch
was euch gefällt und nicht so gut gefällt!
Elke expresses her opinion and gives a reason for it:
Wir sind in der neunten Klasse und das ist total stressig, denn wir schreiben fast jeden Tag eine
Klassenarbeit in irgendeinem Fach!
Elke uses the adverb total to indicate the strength of her feelings:
… und das ist total stressig.
She uses a subordinate clause to sum up a preceding idea and express an opinion about it:
… was ich sehr interessant finde.
The text illustrates the use of the impersonal pronoun man ('one') to present general information about the
German school system:
Bei uns kann man erst ab der neunten Klasse zurückversetzt werden, oder, wie wir es nennen, sitzen
bleiben.
The writer elaborates on particular aspects of the school system that impact on students:
Bei uns kann man erst ab der neunten Klasse zurückversetzt werden, oder, wie wir es nennen; sitzen
bleiben.
The casual use of the word 'Klassenarbeit' implies that the writer assumes New Zealand students will know
its meaning. This may not be the case.
The writer describes aspects of the school environment that are taken for granted, so not explained; for
example:
und außerdem gibt es auch eine Kantine.
The text illustrates the use of abbreviations: 'usw' (etc).
The text follows the usual format for an email, beginning with a greeting:
Hallo Leute.
The closing paragraph invites a reply and suggests aspects of New Zealand schools the writer would like to
know more about. In this way, the email invites extended interaction.
Elke uses the familiar, plural, form of the pronoun to indicate the nature of the relationship with the
recipients:
Auch was euch gefällt und nicht so gut gefällt!
TOP
The context provides an opportunity to discuss similarities and differences between types of schools, their
facilities and how they operate, in German-speaking environments and in New Zealand.
Students can explore culture-in-language by looking at vocabulary referring to specific aspects of the
education system, for example, 'sitzenbleiben' (the concept of repeating a class if goals are not achieved).
They might explore how schools work in other countries and find words or phrases that reflect those school
systems.
Because the email is a written text and the reply is to be a podcast, students could analyse the written
language and to decide how it might be altered to be more appropriate for spoken communication. For
example, how should a podcast be introduced and concluded?
Example 3: Living in Austria and New Zealand
Hallo zusammen,
Ich möchte euch heute etwas erzählen über die Unterschiede, wie man in Österreich und Neuseeland wohnt.
In Österreich mieten die meisten Leute ein Leben lang und deswegen gibt es zum größten Teil
Mietwohnungen mit Balkonen. Für euch und mich ist das merkwürdig aber dort ist es ganz normal.
Familien mieten normalerweise eine Etage für sich, aber teilen den Keller und den Garten oft mit den
anderen Hausbewohnern. Grundstücke sind in der Regel klein und haben oft Hinterhöfe mit Betonflächen
und kein Gras. Könnt ihr euch das vorstellen? Wir sind es hier gewohnt, im Grünen zu leben, aber in
Österreich ist das eine Ausnahme.
Billige Wohnungen sind oft über Geschäften und Restaurants und das kann sehr laut sein. Außerdem gibt es
Parkplätze normalerweise vor dem Haus, oder man mietet einen Abstellplatz in einer Parkgarage. Deshalb
müssen manche Menschen jeden Morgen zu ihrem eigenen Auto laufen.
–––––––––––––
Egal wo man wohnt, es gibt immer Vor- und Nachteile aber ich denke, dass Neuseeland und Österreich zwei
schöne Länder sind und hoffe, dass auch ihr einmal die Möglichkeit haben werdet, einen Weile in Österreich
zu leben.
Vielen Dank für eure Aufmerksamkeit.
TOP
Extract from a speech. Harriet has spent a month in Austria living with a host family. She gives a speech to a
senior German class about her observations on living in Austria and New Zealand.
Text type
Speech, formal. Productive.
TOP
Communicating information ideas and opinions beyond the immediate context
While a speech is usually formal by definition, Harriet acknowledges her audience in a less-than-formal
manner:
Hallo zusammen. This sets a conversational tone.
This conversational tone is further seen when Harriet interacts with her audience, asking:
Könnt ihr euch das vorstellen?
Harriet introduces her topic, saying:
Ich möchte euch heute etwas über die Unterschiede zwischen wohnen in Österreich und Neuseeland
erzählen.
A German speaker would be more likely to say:
… zwischen dem Wohnen in Österreich und Neuseeland, or … der Wohnsituation in …
She uses adverbs to strengthen her statement about living in Austria:
… Wohnungen in alten Fachwerkhäusern sind besonders beliebt.
She uses the future tense to express a wish for the audience:
… und hoffe, dass auch Sie einmal die Möglichkeit haben werden, eine Weile in Österreich zu leben.
She makes comparisons between living in Austria and New Zealand; for example:
Grundstücke sind in der Regel klein und haben oft Hinterhöfe mit Betonflächen und kein Gras.
Können Sie sich das vorstellen? Wir sind es hier gewohnt, im Grünen zu leben, aber in Österreich ist
das eine Ausnahme.
She is not so careful with her word order when she says:
Egal wo man wohnt, es gibt immer Vor- und Nachteile …
A German speaker would be more likely to say:
Harriet’s word order appears to be patterned on English when she says:
Außerdem gibt es Parkplätze normalerweise vor dem Haus …
German speakers would be more likely to say:
Außerdem gibt es normalerweise Parkplätze vor dem Haus.
Since Harriet is speaking to her English speaking classmates, varying word order is not likely to inhibit
communication.
Because this is a speech, spoken features such as pronunciation, intonation, rhythm, speed, audibility,
hesitation, and stress have a bearing on the overall effectiveness of the communication and should be taken
into consideration.
In addition, Harriet will use body language (gestures, head movements, eye contact) in particular ways that
reinforce her communication.
Harriet offers a personal view, and includes her audience in this view:
Für euch und mich ist das merkwürdig aber dort ist es ganz normal.
She assumes that her audience shares her opinions, when she speaks to them directly:
Grundstücke sind in der Regel klein und haben oft Hinterhöfe mit Betonflächen und kein Gras. Könnt
ihr euch das vorstellen?
She expresses her personal thoughts and hopes, which she introduces with these verbs:
… aber ich denke … und hoffe.
As they listern to Harriet’s speech, her classmates will respond in their minds, making their own meanings
from what she says, reflecting their understandings, knowledge, and experiences.
Harriet addresses her audience directly:
Könnt ihr euch das vorstellen?
She uses pronouns to connect with her audience and include them in her opinion:
Für euch und mich ist das merkwürdig …
She use inversion to conclude her speech with a general statement:
Harriet follows convention by introducing her topic at the outset:
Ich möchte Ihnen heute etwas über die Unterschiede zwischen wohnen in Österreich und Neuseeland
erzählen.
She uses formulaic expressions to make general statements, for example:
… in der Regel …
Although Harriet’s speech is more formal than conversational in structure and tone, Harriet uses the familiar
plural pronoun 'ihr', which suggests a close relationship with her audience (all fellow students):
Ich möchte euch heute etwas über die Unterschiede zwischen wohnen in Österreich und Neuseeland
erzählen.
She uses German language conventions, for example, 'gibt es immer Vor- und Nachteile', where part of the
first word is suppressed (indicated by the '–' in the written text) because it has the same ending as the second
word.
She ends her speech by addressing her audience directly and expressing her hopes for them:
und hoffe, dass auch ihr einmal die Möglichkeit haben werdet, einen Weile in Österreich zu leben.
Harriet uses the term 'Parkgarage' when she says:
Außerdem gibt es Parkplätze normalerweise vor dem Haus, oder man mietet einen Abstellplatz in einer
Parkgarage. Other German speakers may prefer to use either Parkhaus or Tiefgarage.
TOP
Students could investigate levels of formality, and linguistic and cultural features of German speeches and
other forms of address where audiences are involved, for example, talkback shows, interviews.
They could make comparisons with comparable text types in English (and other known languages). What
similarities and differences do they notice?
How might they apply their new knowledge when producing their own texts? What features would they use
in particular situations?
Example 1: Discussing the holidays
—
—
—
—
— luge … luge …
—
—
TOP
Ben, a New Zealand learner of Japanese, and Takeshi, a Japanese international student, have just returned
from their term holidays and are discussing what they did over the break.
Text type
Conversation, informal. Interactive.
TOP
Ben uses the past tense to enquire about holiday events:
He also uses the past tense to give information about where he spent his holiday:
He uses a compound sentence to link actions that take place at different times:
He makes a suggestion about future holidays:
This is a spoken interaction, so features such as pronunciation, intonation, rhythm, delivery, audibility,
hesitations, and stress have a bearing on the overall effectiveness of the communication and must also be
taken into consideration.
Ben is unsure how to say 'luge' in Japanese. He thinks out loud how best to say it, and decides to 'Japanify' it,
saying 'ryuuju', using Japanese syllables to create an approximation:
luge … luge …
This appears in the written transcript in katakana script.
Ben uses adjectives to express an opinion about his holiday and an activity he experienced:
When Takeshi expresses a desire to try the luge, Ben responds with a suggestion:
The text illustrates the use of particles appropriate for a conversation:
,
The question, ? shows how, in conversations, Japanese use people use incomplete sentences when the
meaning is clear from the context.
The text illustrates the use of the particle for seeking agreement:
Takeshi uses Ben’s name to avoid having to address him directly with the pronoun you:
?
Takeshi attaches , a term of address used with males, to Ben’s name, recognising that this familiar term is
appropriate in the context.
In the Japanese culture, the collective well being of family, company, institution, and other allegiances takes
precedence over that of the individual. This results in a tendency to not voice opinions directly and, in spoken
interactions, for the participants to frequently express their agreement in interjections or by nodding. This
trait comes through in Takeshi’s responses:
Takeshi uses the plain form to show closeness of relationship, as he and Ben are classmates:
While Ben talks about where he went on his holiday and the things he did, Takeshi’s only comment about his
own holiday was that it was enjoyable: For the rest of the conversation, he responds to Ben’s comments,
expressing agreement and supporting what he says.
TOP
The sentence presents an opportunity for students to explore the concept of holidays, what holidays mean to
them personally, and the meaning Japanese people attribute to them. How might students apply this
understanding when communicating with speakers of Japanese?
Students could investigate how the pronoun 'you' is used in conversational Japanese. They could then make
comparisons with how people address each other in conversations in English (and in other known languages).
How might they apply this knowledge when producing their own texts in Japanese?
Japanese L6 context elaborations: Example 2
Japanese L6: Example 2
Example 2: Rotorua experience
TOP
Ben writes an entry in his blog about his holiday in Rotorua.
Text type
Online journal, personal opinion. Productive.
TOP
Ben communicates information about the holiday using the past tense:
He combines an opinion on holidays with information about what happened on his holiday:
When he says , Ben makes an error that is quite common in learners of Japanese. The past tense of adjectives
and nouns is , but for adjectives, the last must be dropped and added. This shows that Ben has not
recognised that is an adjective. This will not necessarily inhibit communication.
Ben uses an adjective to express an opinion about the Mori 'dance' he refers to:
He uses the expression to express liking:
Ben, writing for Japanese readers, mentions his experience of Mori culture when on holiday in Rotorua. For
example:
He appears to take it for granted that his readers will understand what he refers to. This may not be the case.
Ben uses - verb endings to suit the blog context, where the audience may include people outside immediate
family and friends:
He avoids using the first person singular pronoun, except in one place. He knows that Japanese people rarely
use or when it is clear that they are the subject of the sentence, for example:
The use of or when not needed can make a speaker or writer sound a little arrogant to Japanese ears.
Use of means that no 'I' pronoun is required, since this form is used only for simultaneous actions referring
to oneself:
The Japanese language uses katakana script for foreign or loan words. The text illustrates the appropriate use
of katakana, for example:
(Rotorua), (Mori), (Mori 'dances'), (hangi).
TOP
The choice of Rotorua for the family’s holiday provides an opportunity for students to explore the
significance of Rotorua as a holiday destination and to find out about one or more famous holiday
destinations in Japan, especially destinations based around onsen.
Explicit comparisons could be made between cooking styles and diet; for example, comparing the hangi style
of cooking to traditional Japanese cooking.
Example 3: About holiday plans
TOP
Ben, a learner of Japanese, receives an email from Takeshi, a Japanese international student, about the
holiday that they are going to take together. This is an extract.
Text type
TOP
Takeshi suggests a possibility for a future holiday:
He asks where it is possible to eat a hangi meal:
He expresses a future intention – to buy lots of souvenirs:
Takeshi expresses his opinion on hangi food initially as an adjectival statement, then as a conjecture, saying it
looks delicious:
He expresses a desire to see some old buildings in Whakarewarewa village:
When Japanese people use the form, the particle is often changed to . But sometimes the is retained, as in
this example.
Takeshi addresses Ben by name at the beginning of the email:
He uses the term of address to signify that he and Ben already have an established relationship.
Takeshi would most likely sign off his email in a particular way, but as the text is an extract, we don’t get to
see this.
How language is organised for the writer’s purpose
Takeshi uses the linking structure (a more polite form of ) to explain why he wants to see some old buildings
in Whakarewarewa village – he is studying te reo Mori:
Takeshi uses katakana script to identify words that are not historically part of the Japanese language, for
example, New Zealand place names:
(Whakarewarewa), (Rotorua); aspects of Mori culture: (hangi); people’s names: (Ben).
The text illustrates the way in which Japanese writing uses a mix of kanji and hiragana and katakana scripts;
for example:
TOP
Whakarewarewa village may not be known to all students, creating an opportunity for them to explore the
features of the village and find out about the different buildings in a Mori village. These could be compared
with those of a traditional Japanese village, and with buildings in villages of other cultures known to students.
Takeshi’s reference to buying provides an opportunity to explore the convention of taking back souvenirs for
friends, family, and workmates. This can be compared with comparable practices in other countries. Students
could explore the commercial opportunities this practice offers countries like New Zealand that have high
numbers of tourists from Japan, China, and other Asian countries.
How might students apply the knowledge they have gained to create Japanese language texts of various
types?
Students are expected to communicate information, ideas and opinions, and express and respond to personal
Example 1: Healthy looking
Jessie — ¿Qué piensas del chico en la foto?
Teresa — Está demasiado gordo. ¿no crees?
Jessie — Estoy de acuerdo. Es guapo pero creo es adicto al chocolate y come mucha comida basura.
Teresa — Si, es muy guapo pero debería hacer algo para estar en forma.
Jessie — Por supuesto. En mi opinión tiene que comer menos grasas y hacer más ejercicio. Es importante
tener una dieta equilibrada y dormir ocho horas al día.
TOP
Jessie from New Zealand and her Spanish host sister, Teresa, comment on the health of the person they are
looking at in a picture.
Text type
TOP
Jessie asks a question to initiate the discussion:
¿Qué piensas del chico en la foto?
Teresa responds by asking Jessie if she agrees with her opinion:
Está demasiado gordo. ¿no crees?
In this way, she stimulates a response from Jessie:
Estoy de acuerdo. Es guapo pero creo es adicto al chocolate y come mucha comida basura.
Jessie uses the structure 'tener que' (+ infinitive) to strongly express her views on what the person should do
to become healthy:
Tiene que comer menos grasas.
She uses the impersonal expression 'es importante' (+ infinitive) to communicate a general opinion about
important steps that should be taken:
Es importante seguir una dieta equilibrada y dormir ocho horas al día.
This is a conversation, so spoken features such as pronunciation, intonation, rhythm, speed, audibility, and
stress have a bearing on the overall effectiveness of the communication and must be taken into consideration.
Jessie says:
Es guapo pero creo es adicto al chocolate … but Spanish speakers would be more likely to say: … creo
que es adicto …
Learners of Spanish from an English-speaking background often omit the linking conjunction 'que' that
Spanish speakers use. In English, it is fine to say, “I think he is addicted” instead of “I think that he is
addicted.” But this omission by Jessie does not appear to disrupt communication.
Jessie expresses a personal opinion:
Creo es adicto al chocolate.
Jessie responds to Teresa’s response by reiterating her personal viewpoint:
En mi opinión tiene que comer menos grasas y hacer más ejercicio.
Jessie responds to Teresa’s observation by expressing her agreement:
Estoy de acuerdo.
Jessie uses questions to elicit an opinion from Teresa:
¿Qué piensas del chico en la foto?
She makes a comment, 'Es importante tener una dieta equilibrada y dormir ocho horas al día', that
summarises her recipe for keeping healthy.
Teresa seeks reassurance from her friend:
¿No crees?
and Jessie responds by supporting her opinion:
Estoy de acuerdo.
Jessie thinks the boy in the photo is fat, however she finds a positive quality, which softens her criticism:
Es muy guapo pero …
Expressions such as 'creo que' and 'en mi opinión' signal that what follows is personal opinion.
Jessie has strong views about what is needed for a healthy lifestyle, and she expresses these using language
forms such as 'tiene que comer' … and Es 'importante' …
The noun 'la basura' (rubbish) is used here adjectivally ('Come mucha comida basura') to intensify what the
speaker thinks about food the boy is supposed to be eating.
Jessie uses formulaic expressions that are typically used in informal conversations, for example:
Estoy de acuerdo, Por supuesto.
TOP
Teachers could encourage students to use a variety of questions to ensure that conversation continues and
opinions are explored in depth, so that genuine social interaction is achieved.
In some cultures, it would be thought inappropriate to make a frank comment about a person’s size. Students
could explore other Spanish texts on health issues, noting what language they use, the issues dealt with, and
issues that are not dealt with. They could then compare their findings with findings from comparable texts in
English.
How might students use the knowledge they have gained to communicate more effectively with speakers of
Spanish?
Spanish L6 context elaborations: Example 2
Spanish L6: Example 2
Example 2: Spanish food
Las comidas en España son muy differentes de nosotros. ¡Cómo echo de menos los cereales y las salchichas
con huevos fritos … ¡y hasta el porridge! Por las mañanas desayunamos todos juntos a las ocho. Tenemos un
café con leche y unas galletas o unas tostadas con mermelada. No es muy divertido … todos los días lo
mismo. Pero el domingo pasado era el cumpleaños de mi papá español y comimos churros. ¡Qué deliciosos!
TOP
Michael, a student who is on an extended visit to Spain and living with a host family, writes an email to his
Spanish class in New Zealand about his experiences. In this extract he shares his opinion about the food.
Text type
Email, informal. Productive.
TOP
Michael compares Spanish food, which is new to him, with the food he is familiar with:
Las comidas en España son muy differentes de nosotros.
Michael reveals the extent to which his identity and taken-for-granted habits are being challenged when he
names the foods he misses most:
¡Cómo echo de menos los cereales y las salchichas con huevos fritos … ¡y hasta el porridge!
He describes a Spanish breakfast:
Tenemos un café con leche y unas galletas o unas tostadas con mermelada.
He uses the imperfect and past simple tenses to describe a setting and record an action that took place in the
past:
El domingo pasado era el cumpleaños de mi papá español y comimos churros.
The expression, 'differentes de nosotros', is Michael’s own version of Spanish. Three aspects of this
expression are of interest:
Spanish speakers would normally say, 'diferentes a las nuestras'. At NZC level 6, learners of Spanish
often use the personal pronoun in situations where a possessive pronoun would normally be used, as
they are still developing their knowledge of these forms.
To communicate the same message, English speakers would say, 'different from us'. Being an English
speaker, Michael translates the English construction into Spanish.
Michael gives an English form to the Spanish word 'diferentes'. Learners of Spanish often use the
double consonant because it is so common in English. But in Spanish, only a double 'r' and double 'l'
exist.
Michael writes 'tenemos un café' instead of the idiomatic 'tomamos un café'. Again, this is very common
amongst English speakers, who use the verb 'to have' in food and drink contexts, whereas Spanish speakers
typically use the verb 'tomar' ('to take'). Confusion between these two is very common among learners of
Spanish. Given that Michael is communicating with his classmates, they are unlikely to have a problem
understanding his meaning.
Michael shows that he has internalised the difference between 'estar' and 'ser' when he uses the appropriate
verb in this sentence:
Pero el domingo pasado era el cumpleaños de mi papá español y comimos churros.
Michael starts a sentence with 'cómo' to make it clear that he holds this opinion very strongly:
¡Cómo echo de menos los cereals …!
He expresses his view on breakfast, making an implied comparison with what he is used to at home:
No es muy divertido … todos los días lo mismo.
He expresses much greater enthusiasm for the food he ate at an event:
¡Qué deliciosos!
Michael summarises his overall experience and reaction:
Las comidas en España son muy diferentes de nosotros.
To connect with his readers, Michael emphasises how much he misses particular New Zealand foods:
Cómo echo de menos los cereales y las salchichas con huevos fritos … ¡y hasta el porridge!
He then describes what he has for breakfast so that his readers will empathise with his feelings:
Tenemos un café con leche y unas galletas o unas tostadas con mermelada. No es muy divertido …
todos los días lo mismo.
In fact, Michael may not particularly like porridge, because he appears surprised to find himself missing it:
¡Cómo echo de menos los cereales y las salchichas con huevos fritos … ¡y hasta el porridge!
He clearly finds himself in an intercultural space, where he is comparing new experiences with what he is
used to, and making discoveries about himself in the process.
As this is an extract, we do not have the opening greeting or concluding farewell that would be typical of an
email.
Michael observes the conventions of written Spanish. For example, he uses exclamation marks appropriately:
¡y hasta el porridge!
He turns the English 'porridge' into Spanish by assigning it masculine gender:
… el porridge.
He knows his readers will understand the Word, given the context.
Expressing feelings is a feature of this type of communication:
¡Qué deliciosos!
Michael may have gone on to describe 'churros' (a type of doughnut) in the next part of his email. His readers
may or may not know what these are, how they are made, and the place they have in the Spanish diet:
Pero el domingo pasado era el cumpleaños de mi papá español y comimos churros.
TOP
Teachers could encourage students to explore a range of texts, looking for similarities and differences
between Hispanic and New Zealand cultures in: families eating together, the foods they eat, specialty foods
or treats (for example, 'churros'), and meal times.
How might students apply this knowledge when communicating with other speakers of Spanish in a range of
contexts and text types?
Students could explore birthdays and associated practices in different cultures. This is an ideal context for a
reflective approach to culture and culture-in-language.
Example 3: What holiday would suit?
Si tienes la oportunidad de viajar a cualquier sitio para pasar las vacaciones, ¿Adónde vas a ir? Contesta a las
preguntas y descubre tu lugar ideal.
1. ¿Dónde prefieres pasar las vacaciones?
a) en la montaña
b) en la costa
c) en la ciudad
d) en el campo
2. ¿Te gustaría …
a) esquiar?
b) practicar deportes acuáticos?
c) ver monumentos históricos?
d) hacer una caminata?
3. ¿Eres una persona …
a) aventurera?
b) atlética?
c) romántica?
d) tranquila?
4. ¿Con quién prefieres pasar tu tiempo libre?
a) ¿con amigos?
b) ¿con familia?
c) ¿con tu novio/a?
d) ¿solo/a?
5. ¿Qué estación del año te gusta más?
a) ¿el invierno?
b) ¿el verano?
c) ¿la primavera?
d) ¿el otoño?
Soluciones:
Si has marcado más la letra (a) vas a ir a los Pirineos.
Si has marcado más la letra (b) recomendamos la Costa del Sol.
Si has marcado más la letra (c) creemos que debes ir a Granada.
Si has marcado más la letra (d) ¡pasa unos días en el Camino de Santiago!
TOP
A survey (written or oral) of holiday preferences.
Text type
Survey. Receptive.
TOP
The survey uses the immediate future tense to communicate information about holiday intentions:
¿Adónde vas a ir?
It uses the conditional tense to communicate desires for future holidays:
¿Te gustaría esquiar?
It uses a series of questions as is typical of this genre:
¿Dónde prefieres pasar las vacaciones?
It provides immediate feedback to respondents:
Si has marcado más la letra (d) ¡pasa unos días en el Camino de Santiago!
The suggestions for holiday destinations are clearly the survey writer’s personal choices, for example:
Si has marcado más la letra (b) recomendamos la Costa del Sol.
Another writer may have selected different destinations.
The survey writer has also chosen the questions. Another writer may have included different questions.
The writer uses the conditional tense to communicate that the survey is about a future, as yet unrealised,
experience:
¿Te gustaría ver monumentos históricos?
They use the conditional tense to communicate desires about future holidays:
Me gustaría hacer una caminata.
They use motivational techniques to encourage readers to answer the survey. They ask a question to get
readers thinking:
Si tienes la oportunidad de viajar a cualquier sitio para pasar las vacaciones, ¿Adónde vas a ir?
Then, they suggest how readers can find answers to the question:
Contesta a las preguntas y descubre tu lugar ideal.
The survey writer uses simple, direct language to make it easy for respondents:
(¿Te gustaría) practicar deportes acuáticos?
The survey is organised as a kind of an adventure, with a surprise or promise at the end:
Contesta a las preguntas y descubre tu lugar ideal.
By participating in the survey, respondents not only discover a destination, they also learn about themselves.
They make these discoveries through what can be understood as a silent conversation: the survey asks a
question and the reader responds, constructing self-knowledge as they interact with the text.
The writer uses the familiar pronoun 'tú' in the survey. This establishes a more intimate connection between
the person asking the questions and those responding to them; for example:
¿Te gustaría esquiar?
TOP
Students may or may not know the holiday destinations suggested in the survey. They could investigate these
and find out why they are so popular. They could suggest destinations in the South Pacific for New
Zealanders who prefer to holiday reasonably close to home. Why would they choose these particular
destinations?
Students could investigate other surveys in Spanish, noting the format, the language used, and topics.
Students could then design their own surveys in Spanish on a topic of their choice, for example, food, sports,
or healthy lifestyle choices, and ask their classmates to respond to them, either orally or in writing.
Example 4: Letter from Mexico
Querida Mary:
Hola desde México. ¿Qué tal? Mamá y yo hacemos una gran aventura mexicana. ¡Cada día me gusta más mi
enorme país!
Volamos a Cancún donde pasamos mucho tiempo en las playas. Son largas con arena blanca y tomamos el
sol o hicimos deportes acuáticos cada día.
Un día nos levantamos muy temprano para hacer una excursión en ferry a la Isla de las Mujeres. Mañana
vamos a visitar las ruinas Mayas. He visto muchas fotos y va a ser muy impresionante.
Abrazos
Juan
TOP
Juan from México is writing to Mary, his host sister during his time in New Zealand. Mary shares his letter
with her classmates.
Text type
Letter, informal. Receptive.
TOP
Juan uses the simple past tense to communicate information about what happened on a holiday:
Volamos a Cancún donde pasamos mucho tiempo en las playas.
He uses the present perfect tense to communicate about past experiences that are having an impact on current
decisions:
He visto muchas fotos y va a ser muy impresionante.
He uses the future tense to indicate what they are about to do:
Mañana vamos a visitar las ruinas Mayas.
Juan reveals how much he loves his country:
¡Cada día me gusta más mi enorme país!
Juan clearly defines his experience as Mexican:
Mamá y yo hacemos una gran aventura mexicana.
He offers a personal reflection on his country and its size:
¡Cada día me gusta más mi enorme país!
Juan explores personal ideas in his letter and, by making these explicit, constructs self-knowledge. His use of
exclamation marks leads readers to infer that this self-knowledge comes as a surprise.
His use of 'más' communicates a change in strength of opinion:
Cada día me gusta más mi país enorme.
Juan has been positively influenced by visual materials:
He visto muchas fotos y va a ser muy impresionante.
Juan uses informal expressions such as '¿Qué tal?' to mark this friendship as close.
As a Spanish speaker, Juan has clearly adapted his language to communicate with Mary, who is a learner.
Nevertheless, Juan does not explain everything he mentions, assuming perhaps that Mary will have sufficient
cultural knowledge to understand. For example, when he writes:
Un día nos levantamos muy temprano para hacer una excursión en ferry a la Isla de las Mujeres.
Mañana vamos a visitar las ruinas Mayas.
What will Mary make of these references? And why are they significant enough for Juan to mention them in
his letter?
By not explaining these places, Juan could be deliberately leaving space for Mary to ask questions and
thereby sustain the communication.
Given that Juan appears to take it for granted that Mary will understand the significance of the places he
refers to, she may be motivated to follow up these references herself and so extend her cultural knowledge.
The text follows letter (and email) writing conventions by beginning with a formulaic greeting, Querida
Mary, and concluding with an informal, formulaic closing expression:
Abrazos.
Juan uses features that are typical of a letter when he opens with a greeting and then asks after the other
person:
Hola desde México. ¿Qué tal?
While Juan does not use the pronoun 'tú' in his email, his use of '¿Qué tal?' and 'Abrazos' indicates a familiar
relationship.
TOP
Students could investigate aspects of the Mayan culture in México (and other countries such as Guatemala),
historically, and present day. They could make connections with comparable aspects of other cultures known
to them.
Students could research México and find out more about the places that Juan mentions. Why are these places
worth visiting? What places in New Zealand would students recommend to Mexican visitors? And why?
Students could apply their learning to produce a range of texts of different types.
Example 1: Return from Rarotonga
Josh — Tino! N nana‘i mtou ‘i ‘oki mai ei n Rarotonga mai.
Tino — ‘Ea ‘a koe? ‘I no ‘o ktou k ‘ea?
Josh — Ki k ‘i te Rarotongan Hotel. ‘E mnea tiki tr ng‘i. Ti ‘ea t ktou ‘are?
Tino — Kre ‘e mamao ana n kona mai ‘i t ktou tera. Tei Betela, ‘i ta ‘i te arametua. ‘E a ‘a atu ei tta ‘i au
‘anga ‘anga t ktou ‘i rave?
Josh — Ooou … ‘e ‘aere ‘ua na mtou p ‘ tai. Vaitata ri , ‘i te au r ktoatoa. N te vera tu ‘oki, ‘e p ‘ tai ‘ua ri te
‘anga ‘anga.
Tino — Mania ktou, ‘eia ‘a ‘oki i konei, kre tkiri au ‘i taka ‘i ake ki roto ‘i te tai. N te anu ‘oki.
Josh — Aaaai … ‘e ‘aere ana ri mtou ki k ‘i te mkete. ‘Apinga tiki te au kai tkk. Reka tiki tku ng metua ‘i te
poke.
Tino — E ng ‘i reka ri nku te ‘aere ki te mkete. N reira e Josh, ‘e a ‘a ‘i reira t ‘ou manako i t mtou ‘enua?
Josh — ‘Apinga tiki ‘i te mnea. Te mnakonako nei mtou e k ‘oki ‘akaou mtou ‘a tia mata ‘iti ki mua.
Tino — ‘In ‘i reira. Pnei ka ru atu au ‘ia ktou. Nku ‘i reira ‘e ‘apai ‘ia ktou ki te ngi kre ktou ‘i ‘aere ana.
TOP
Josh, a learner of Cook Islands Mori in New Zealand, has just returned from a holiday in the Cook Islands.
He is talking to his cousin Tino who has recently moved with his family from Rarotonga to New Zealand.
Josh is keen to show off his improved language skills.
Text type
TOP
Josh initiates the conversation because he has something to communicate:
Tino! N nana ‘i mtou ‘i ‘oki mai ei n Rarotonga mai.
Josh gives some information about his holiday:
Ki k ‘i te Rarotongan Hotel. ‘E mnea tiki tra ng‘i.
He asks questions to gain information; for example:
Tei ‘ea t ktou ‘are?
He gives an opinion about an aspect of his stay in Rarotonga:
Apinga tiki ‘i te mnea.
He responds to questions. For example, when Tino asks his opinion:
N reira e Josh, ea ‘a i reira t ‘ou manako ‘i t mtou enua?
He is able to reply in extended text:
Apinga tiki ‘i te mnea. Te mnakonako nei mtou e k ‘oki ‘aka ‘ou mtou tia mata ‘iti ki mua.
Josh expresses his reasons for going swimming:
N te vera atu ‘oki.
This prompts Tino to respond with his reason for not going swimming:
N te anu ‘oki.
Josh refers to a particular Cook Islands dish knowing that, given their shared knowledge, he doesn’t have to
explain what it is:
Reka tiki tku ng metua ‘i te poke.
He uses the present continuous structure 't … na' to indicate that he and his family are thinking about
returning to the Cook Islands:
Te mnakonako nei mtou e k ‘oki ‘aka ‘ou mtou ‘a tia mata ‘iti ki mua.
A different construction would be used to express a future intention.
Josh uses informal starters in the conversation:
Ooou; Aaaa.
Although the conversation is informal in tone, Josh and Tino show 't ‘aka ‘aka' (respect) when they
acknowledge what the other says, for example, when Josh says:
‘apinga tiki te mnea.
Josh uses the plural pronoun mtou to show that, when he says he has just come back from a holiday in the
Cook Islands, he means himself and his family:
Tino! N nana ‘i mtou ‘i ‘oki mai ei n Rarotonga mai.
Similarly, Tino’s use of the plural pronoun ktou is inclusive not only of Josh but also his family:
Pnei ka ru atu au ‘ia ktou.
Josh recalls particular activities from his holiday:
Aaaai … e ‘aere ana ri mtou ki k ‘i te mkete. ‘Apinga tiki te au kai tukk. Reka tiki tku ng metua ‘i te
poke.
By recalling these events he makes connections between himself and Tino, and constructs shared knowledge.
Tino acknowledges this in his reply:
E ng‘i reka ri nku te ‘aere ki te mkete.
Josh varies his use of tenses; for example, he uses the 'k' particle to indicate possible future actions:
Te mnakonako nei mtou e k ‘oki ‘aka ‘ou mtou ‘ tia mata ‘iti ki mua.
He uses the 'e … ana' structure to indicate a repeated action in the past. He and his family went to the market
more than once:
Aaaai … ‘e ‘aere ana ri mtou ki k ‘i te mkete.
He went swimming many times:
‘e ‘aere ‘ua ana mtou p‘ tai.
At one point he uses a negative structure to respond to a question:
Kre e mamao ana n kona mai ‘i t, ktou ‘tera.
The conversation includes formulaic expressions of the kind that are typically used in this genre:
‘Ea ‘a e koe? (which is equivalent to 'Really?').
Josh shows his understanding of the two categories of possessives in Cook Islands Mori, the 'a' and the 'o'
categories, when he uses 'tku' appropriately in this sentence:
Reka tiki tku ng metua ‘i te poke.
TOP
Explore students’ understandings and personal experiences of going on holiday. What does the concept
'holiday' mean to them? What special holidays do the Cook Islands and New Zealand celebrate during the
year? How are they celebrated? What meanings and values do these holidays have? How could these
understandings help students communicate more effectively in Cook Islands Mori?
How might students explain to Cook Islands visitors the kinds of things they could do and experience during
their New Zealand holiday. What kinds of language would they use? Would it be formal or informal? What
formulaic expressions would be appropriate? What aspects of New Zealand life would they choose to talk
about? What links would they be able to make to Cook Islands life and culture?
Cook Islands Mori L6 context elaborations: Example 2
Cook Islands Mori L6: Example 2
Example 2: Father–daughter conversation
Tiare — Kia orna koe ‘e pp. ‘kara ‘anga makimaki koe. ‘Ea ‘a tr ‘apinga ‘e aua ‘i mai ra n roto mai ‘i t ‘ou
taringa? Kore ake koe te ta‘u a ‘i mai na.
Pp — ‘E m ‘ine, meitaki kino atu ‘a pp ‘i tia taime. Ko t ‘au e kite mai ra ‘e vai rkau n pp. Me kre ‘a pp e kai
i tna vai rkau, pekapeka te ngutu ‘are.
Tiare — Pp, te ‘akape ‘ea mai na koe? Teia te nutipeapa ‘e ‘akamatakite nei ‘i te kino ‘o te ‘ava ‘ava, te mr
atu ri koe. Ten ‘oki koe ‘e pngae ‘ua ana. Kre ‘oki ‘ peke ana te ‘oko ‘i t ‘au ‘ava ‘ava. Te mrki ‘aki ‘a i koe?
Pp — Ka ‘akape ‘ea nei r ‘oki au e m ‘ine. ‘Ea ‘a atu tku nei rvenga. K mate rai tua ‘ tta'i r.
Tiare — ‘Akaruke ‘ia ‘oki t ‘au ‘ava ‘ava. Kre koe ‘e ‘inangaro ana ‘i te kite ‘i t ‘au au mokopuna?
Pp — Au! koe taku tam ‘ine . ‘Ati rava t ngkau pp i t ‘au tuatua. N te a ‘a, ka ‘inangaro au ‘i te kite ‘i tku au
mokopuna.
TOP
Tiare is concerned about her father’s smoking and the effects this is having on his health. She is trying to
persuade him to quit.
Text type
Conversational exchange, semi-formal. Receptive.
TOP
Tiare provides relevant information to support her argument:
Teia te nutipeapa ‘e ‘akamatakite nei ‘i te kino ‘o te ‘ava ‘ava, te mr atu rai koe.
Tiare uses questions effectively to keep the focus on her father’s smoking:
Kre koe ‘inangaro ana ‘i te kite ‘i t ‘au au mokopuna?
Tiare uses dramatic and figurative language for humour and to make her point, for example, when she
comments that smoke comes out his ears, and that he looks like a burning rubbish heap:
‘Ea ‘a tra ‘apinga ‘ aua ‘i mai ra n roto mai ‘i t ‘ou taringa? Kore ake koe te ta ‘u a ‘i mai na.
Tiare stands up to her father’s objections and finds new arguments with which to challenge him; for example:
Akaruke ‘ia ‘oki t ‘au ‘ava ‘ava. Kre koe e inangaro ana ‘i te kite ‘i t ‘au au mokopuna?
Throughout the conversation Tiare’s father counters her objections in a respectful manner, for example:
Meitaki kino atu a pp i tia taime.
Tiare uses questions to express her opinions and persuade her father to listen to her; for example:
Te mrki ‘aki ‘a i koe?
In response to her father’s points of view, she offers facts about consequences:
Ten ‘oki koe ‘ pngae ‘ua ana. Kre ‘oki peke ana te ‘oko ‘i t ‘au ‘ava ‘ava.
Pp uses comparisons to try and convince his daughter of his point of view:
Ko ta ‘au e kite mai ra ‘e vai rkau n pp.
Through the way she greets her father, Tiare demonstrates the Cook Islands values of 'piri ‘anga'
(relationships) and 't ‘aka ‘aka' (respect):
Kia orna koe ‘ pp.
Pp uses emotive language to convey a point of view:
Au! koe taku tam ‘ine .
Even though Tiare is persistent, her father continues to be respectful of her opinion; for example:
Au! koe taku tam ‘ine . ‘Ati rava t ngkau pp i t ‘au tuatua.
The text illustrates the use of short, simple sentence patterns which are a feature of conversational exchanges;
for example:
‘Ea ‘a atu tku nei rvenga.
The use of emotive language to convey a point of view is a feature of persuasive language; for example:
Ka ‘akap ‘ea r oki au e m ‘ine.
The father shows respect for Tiare’s concern for him:
Meitaki kino atu ‘a pp ‘i teia taime.
The father uses a generalisation to avoid responding directly to the issue:
Ka mate ri tua ‘a tta ‘i r.
The value of 't ‘aka ‘aka' (respect) is evident throughout the conversation. For example, the father uses terms
that indicate his respect for his daughter and emphasise the importance of their relationship:
‘E mi ‘ne, e taku tam ‘ine.
The value of 'pirianga' (relationships) is further expressed when Tiare stands up to her father’s objections and
finds new, family oriented arguments with which to challenge him:
‘Akaruke ‘ia ‘oki t ‘au ‘ava ‘ava. Kre koe ‘ ‘inangaro ana ‘i te kite ‘i t ‘au au mokopuna?
TOP
Investigate the kinds of language that family members in the Cook Islands use when talking to each other.
What particular words are used: for example, ways of addressing or referring to family members? What
formulaic expressions are regularly used, for example, greetings? What kinds of respectful language are
used? How are these language forms different from those that a non-family member would use?
How might students use the knowledge they have gained to communicate respectfully with other speakers of
Cook Islands Mori?
Think of possible subjects (for example, alcohol) for discussions that could be conducted in socially
appropriate ways in Cook Islands Mori in a range of different texts (oral, visual, written).
Example 3: Invitation
Kia orna e M ‘ine Mria.
Ko Tioni tku ingoa. N te pi ‘i tuarua Otahuhu mai au.
‘Aere mai au ‘i teia r ‘i te pati atu ki koe, kia aere mai koe ki t mtou api ‘i n te tuatua atu ki te au tamariki ‘i
roto ‘i tku pupu. Te tumu manako, kai ‘ava ‘ava.
Te kite nei au, te ma ‘ata nei te au tamariki ‘e kai ‘ava ‘ava nei. Tku manako, me ‘aere mai koe, k riro t rira
‘ei tauturu atu ‘ia mtou ‘i te tkore atu ‘i tia peu. Pp iku, ka matara te au tamariki, ‘e tku au ‘oa n t ‘au ka pi ‘i
mai.
Meitaki ma ‘ata n t ‘ou taime.
Kia orna kia manuia.
TOP
A student invites a health representative to come and speak to his class about issues related to smoking.
Text type
Oral invitation. Productive.
TOP
Tioni uses an appropriate and formal form of address:
Kia orna ‘e M ‘ine Mria.
He communicates his worries and concerns about student smoking:
Te kite nei au, te ma ‘ata nei te au tamariki ‘e kai ‘ava ‘ava nei.
He states the importance of having an expert’s point of view on the matter:
Tku manako, me ‘aere mai koe, k riro t rira ‘ei tauturu atu ‘ia mtou ‘i te tkore atu ‘i tia peu.
Tioni gives a personal opinion:
Pp iku, ka mataora te au tamariki, e tku au ‘oa n t ‘au ka pi ‘i mai.
The phrase 'Tku manako' … is used at the beginning of the sentence to indicate that Tioni is about to give a
personal opinion.
He clearly states that he is writing in response to a health need he recognises in his peers:
Te kite nei au, te ma ‘ata nei te au tamariki ‘e kai ‘ava ‘ava nei.
Tioni expresses certainty about the reaction of his fellow students:
Pp iku, ka mataora te au tamariki, e tku au ‘oa n t ‘au ka pi ‘i mai.
Tioni greets the health representative respectfully, using 'M ‘ine' (equivalent to 'Miss') in front of her name:
Kia orna e M ‘ine Mria.
He uses polite language to convey his message and ensure a positive response:
ka mataora.
He uses the formal conventions associated with this text type, for example, the formulaic expression:
Meitaki ma ‘ata n t ‘ou taime.
Tione shows humility when he states that the reason for the invitation is his concern for the well being of his
classmates:
‘Aere mai au ‘i teia r ‘i te pati atu ki koe, kia aere mai koe ki t mtou ‘api ‘i n te tuatua atu ki te au
tamariki ‘i roto ‘i tku pupu.
Tioni uses the term 'M ‘ine' before the health representative’s first name:
Kia orna M ‘ine Mria.
In Cook Islands Mori, this is a respectful form of address (directed towards a young woman). In other
cultures, use of the family (rather than given) name or some other form of address may be more respectful.
The invitation begins with the formal greeting:
Kia orna e M ‘ine Mria,
and ends with a formal goodbye:
Meitaki ma ‘ata n t ‘ou taime; Kia orna ‘ kia manuia.
These formulaic expressions are consistently used in such contexts.
The invitation demonstrates 't ‘aka ‘aka' (respect). The use of respectful language (for example, Kia orna e M
‘ine Mria) gives it a formal tone.
Tioni shows his respect for the person by standing to deliver the invitation. In this way he acknowledges age
and status; the person is older than him and has expert knowledge.
In its written form, the oral invitation has long sentences. Commas separate the ideas. A speaker would
normally pause where the commas are placed. In that sense, the delivery of the speech would be in shorter
'sentences'.
The word 'pi ‘i' is used in the text in different ways. In one place it refers to the school Tione attends:
N te ‘pi ‘i tuarua ‘o Otahuhu mai au.
In another place, it has the sense of 'teach', 'instruct':
… kia ‘aere mai koe ki t mtou ‘pi ‘i n te tuatua atu ki te au tamariki ‘i roto ‘i tku pupu. Students could
explore the uses of 'api ‘i' in different texts.
TOP
Discuss the forms of respect, including body language, that are considered appropriate in Cook Islands Mori
culture when requesting assistance. Students can compare how respect is expressed in similar situations in
their own cultures.
Compare and contrast different ways of inviting people for different purposes in the Cook Islands and New
Zealand cultures. Would the invitations normally be in the form of oral, written, or visual texts? Investigate
when invitations are appropriate; for example, do people need invitations or do they just know that they are
welcome? Depending on the purpose, how is language (oral, written, visual) used in invitations? How could
students use these understandings to convey invitations in Cook Islands Mori?
Example 1: Chatting about Polyfest
Tama — Malol nakai nakai ma Hannah? Ff e aoga? Ko e vahega fiha a koe he tau nei?
Hannah — Mafola ma Tama. Mitaki e aoga. Ko au ha he atu hogofulu ma taha, he tau nei. Malol nakai a
koe?
Tama — Fakaaue. Mafola. Eke ha a koe a n?
Hannah — Ko e taute au he tau ata he Polyfest.
Tama — Mitaki nkai?
Hannah — Homo. Fiafia lahi au. Koli au he matakau koli he aoga (Southern Cross Campus. UM…) Takitaki
he taha faiaoga e kau ha mautolu. To fakah atu e au e tau ata ka fia kitia a koe.
Tama — Ae! Homo ha ia. E. Fakafano mai ma meti. Kelea au he ai nkai maeke ke hoko atu.
Hannah — Han. Moua nakai?
Tama — E fakaaue. Mitaki lahi e tau ata. Mitaki ha ia he tau taute. Fakakelea he tagata ne t mai i tua.
Hannah — Ko e takitaki ha mautolu a ia. Fuluola e tau koli ha mautolu. Ai kitia mitaki e takitaki ha ko ia ne
fae hopohopo fano i tua.
Tama — Fai viti nakai? Liga maali mitaki ka kitia ha ata viti. Ita lahi au he ai hoko atu ke kitia e tau fiafia he
tau aoga tokoluga.
Hannah — To hh e au ke he faiaoga haaku, ko e fai nkai. Fano ha ne fai au ke tunu he kai.
Tama — E, to liu ke feleveia. Ua nimo e viti kia.
Hannah — E, mavehe a.
Tama — Monuina e aho. To feleveia. Koe kia.
TOP
Online chat conversation between Tama, a native speaker of vagahau Niue, and Hannah, a year 11 New
Zealand learner of the language. They discuss Polyfest photos and admire how vibrant the costumes are.
Hannah gives Tama information on where he can get videos of the performances.
Text type
TOP
Hannah uses a question to gather information:
Moua nakai?
She gives information about her school and performing group:
Mitaki e aoga. Ko e nofo au he atu tau hogofulu ma taha, he tau nei.
She explains that she was a member of her school’s dance group performing at Polyfest:
Koli au he matakau koli he aoga.
She uses the present perfect tense to refer to completed events; for example, she says:
Ko e taute au he tau ata he Polyfest.
She uses a specific verb pattern to express future intention:
To fakah atu e au e tau ata …
She identifies a person in a photo:
Ko e takitaki ha mautolu a ia.
In response to Tama’s request, Hannah says she will ask her teacher about the video:
To hh e au ke he faiaoga haaku, ko e fai nakai.
Hannah’s hesitation, as signalled by her use of the hesitation marker, Um …, shows she is having to think
about what she will say next; in doing so, she reverts to a hesitation marker that is very typical of spoken
English.
Hannah expresses her enjoyment of the Polyfest:
Fiafia lahi au.
In response to Tama’s question:
Mitaki nakai e Polyfest? Hannah gives her opinion: Homo. Fiafia lahi au ke koli he matakau he aoga.
Hannah behaves appropriately when she replies to Tama’s extended greeting and includes his name in the
reply:
Mafola ma Tama.
She uses questions to maintain the flow of the conversation:
Fia kitia nakai a koe he tau ata haaku?
She also responds to Tama’s questions and extends her reply:
Homo. Fiafia lahi au. Koli au he matakau koli he aoga. Takitaki e taha faiaoga he kau ha mautolu.
The value of 'fakalilifu' (showing respect) in 'aga fakamotu' is evident throughout the interaction. For
example, after responding to Tama’s questions, Hannah follows up with a polite question that is typical of
conversations of this kind:
Malol nakai a koe?
The use of single words, phrases, and short sentences is typical of informal conversational exchanges. For
example:
Homo; Han. Moua nakai?
The interaction illustrates the use of colloquial expressions to voice an opinion, as when Tama says:
Liga maali mitaki ka kitia ha ata viti.
As the flow of communication is not interrupted, Hannah, a learner of vagahau Niue, clearly understands
what he says.
Transliterations based on English forms, for example, meti (mate) and viti (video), are more common in
spoken than written language.
The English 'video' is transliterated as viti in vagahau Niue. The pronunciation of 'viti' is similar to the
English, with the 't' being pronounced as [t]. This is an exception to the rule in vagahau Niue, where 't' is
normally pronounced as 's' when followed by 'e' and 'i'.
The text illustrates the use of informal language appropriate to a chat conversation:
Mafola ma Tama; Eke ha?
The conversation shows the use of formulaic expressions that are culturally appropriate ways of showing
respect. For example, when closing a conversation:
E mavehe a; Monuina e aho; To feleveia.
TOP
Students could explore examples of language use in conversational texts in vagahau Niue, especially
greetings and how conversations are sustained and ended. Students could then compare these with examples
from comparable texts in English. What similarities and differences do they notice?
Explore with your students how they could apply their learning to improve their use of conversational
vagahau Niue in different text types, contexts, or topics. For example, what language would they use in a
talkback show, a phone conversation, an e-mail, or an interactive talk on a particular topic? What levels of
language would they use? How would they show respect? How would they indicate that they are searching
for a word or words to use in their reply? What strategies would they use to sustain the interaction?
Vagahau Niue L6 context elaborations: Example 2
Vagahau Niue L6: Example 2
Example 2: Niue holiday
Fakaalofa Atu.
Ko f a koe ma Misi? Galo ai pihia?
Amanaki ni kua malol a koe. Malol a mautolu he faahi e. Mitaki h ia he pogipogi nei. Logona mai, ko e
makalili lahi a Niu Silani. T maveka e tau amaamanakiaga ma meti.
Amanaki a mautolu ke o ke evaeva ke he Show Day ha Hakupu Atua. Fiafia lahi ha ko e o hake ha ne fai ke
kitekite e tau fakatt gahua lima fuluola he tau mamatua. Mitaki lahi e tau pulou ha Aunty Mele. Liga to mua
ni a Aunty Mele he veveheaga pulou.
Ko e o fai a mautolu ke fakatau kai ke lata mo e kai afiafi. Kua hea mai tai a Aunty Mele ke o age a afiafi ke
kai auloa he kaina haana ti kua mavehe tai mo e matua fifine haaku ke feleveia he hola lima. Kai fai he takihi
mo e polo kluku. Yum!
Ko e Aho Lotu he tapu ka hau ka t ai e hogofulu e tau ha Sione. O fai a maua mo e matua fifine ke fakatau
kai ke lata mo e aho fanau haana. Ko e keke haana, to tao mai ni e Aunty Mele. Kelea a nei he ai fai fale tao
keke a nei.
Mavehe fai ka e fano ke fakakia e kaitunu neke vela.
To feleveia.
Cabrini
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Cabrini, a learner of vagahau Niue, is on holiday with her family in Niue. She is writing to Misi, her New
Zealand cousin who speaks vagahau Niue, describing events taking place in the coming week. Cabrini is
looking forward to the Hakupu Show Day, getting ready for dinner at Aunty Mele’s house and planning a
menu for her little brother Sione’s birthday party.
Text type
Email, informal. Productive.
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Cabrini uses the implied future to express anticipation:
O fai; Ke o age; To feleveia; ko e hake ha ne fai.
She uses formulaic expressions to communicate ideas, for example:
To feleveia.
She makes a link to New Zealand, when she comments on the temperatures there:
Logona mai, ko e ho emakalili lahi a Niu Silani.
She explains that her little brother Sione will celebrate his tenth birthday:
Ko e Aho Lotu he tapu ka hau ka t ai e hogofulu he tau tau ha Sione.
She describes the events that she will be participating in, for example:
Amanaki a mautolu ke o ke evaeva ke he Show Day ha Hakupu Atua.
Cabrini uses the structure 'ko e' to imply action in the immediate future, for example:
Ko e o fai ke fakatau kai; … ko e hake ha ne fai …
Cabrini expresses her opinion using descriptive terms:
kelea ni; mitaki lahi; ai fiafia.
She uses subordinate clauses to give possible alternative outcomes:
… neke vela; … ti kua mavehe tai mo e matua fifine …
She includes description when she gives her personal opinion of Aunty Mele:
Mitaki lahi e tau pulou ha Aunty Mele; T maveka e tau amaamanakiaga.
Communicating appropriately in the situation
Cabrini’s use of greetings and salutations is appropriate in the context as they are conventionally associated
with this text type:
To feleveia. Ko f a koe ma Misi? Galo ai pihia? Mavehe fai; (To feleveia).
Her style is informal, as seen in her use of the colloquial 'Galo ai pihia?' ('Long time, no see') and her casual
use of the term 'meti' (T maveka e tau amaamanakiaga ma meti), signalling her close relationship with her
cousin.
She shows 'loto totonu' (empathy) when she makes a link to New Zealand, and comments on the temperatures
there, which Misi would be enduring:
Logona mai, ko e makalili lahi a Niu Silani.
Cabrini uses conventions appropriate to an email, for example, the formulaic greeting, Fakaalofa Atu, and
ending, To feleveia.
The email is conversational in tone. For example:
Mitaki h ia he pogipogi nei. Kai fai he takihi mo e polo kaluku.
Cabrini uses the inclusive pronoun 'auloa' to give general information:
Kua hea mai tai a Aunty Mele ke o age a afiafi ke kai auloa he kaina haana.
She uses the familiar 'meti', a transliteration of the English 'mate', which illustrates the nature of their
relationship.
She shows her knowledge and understanding of vagahau Niue when she uses the singular and plural forms of
verbs, depending on whether one or more persons is involved; for example:
fano (singular) o; o age; o fai; o hake (more than one person).
Note that Cabrini uses the English word 'Aunty' in her email, despite the transliteration of 'anit' being
available in vagahau Niue. She also uses the expression, Yum! which is what students would write if writing
in English.
Keke is a transliteration of the English 'cake':
Ko e keke haana to tao mai e Aunty Mele.
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Students could explore examples of vagahau Niue in informal written texts, noting especially greetings and
how these texts are sustained and ended. Text types could include e-mails, letters, notes, social networking
entries, captions for photos.
Students could then compare these examples with equivalent texts in English and in other languages and
cultures known to class members. What similarities and differences do they notice?
Students could explore how relatives are addressed or talked about. This can differ within a culture, even
from family to family.
How would students express their feelings in vagahau Niue. Would they say 'yum'? Or are there other
expressions, such as ! that they could learn and use, or just making a sound like 'mmm' when tasting the
food?
Birthday cakes are a cultural practice, one that is not traditionally associated with aga fakamotu. This
illustrates the dynamic nature of cultures: how they adapt and change over time as a result of contact with
other cultures. Students could think of other examples of this dynamic at work.
Example 3: Living in New Zealand
Mon mon mon t Tagaloa.
Tau matua taane, tau matua fifine mo e tau kapitiga oti, fakaalofa lahi atu ki a mutolu oti. Ko au nei ne
vagahau atu ko Ronnie mai he maaga ko Hakupu Atua. Ko e haaku a fakamatalaaga hagaao ia ke he moui
mahuiga he motu palagi. Ko Niu Silani ko e motu ne toka ai e tau monuina loga. Kua tolo mai e tau tagata
Niue ke nonofo i Niu Silani ha ko e motu ne tafe ai e huhu mo e meli. Loga ti loga e tau fale koloa fakatau
kai he motu nei. Maeke ia koe, ka teva he kaitunu, ke fano ke he puhala t ke fakatau kai moho. Mitaki lahi e
tau fale koloa i Niu Silani he fakatau kai mo e loga foki e tau kai kehekehe.
Mitaki foki e moui i Niu Silani ha ko e tau phala fakaakoaga. Fiafia lahi e tau faiaoga ke fakaako e tau tama
ke iloilo mo e makaka ke tali e tau hh ke lata mo e tau kamatamata. Mitaki lahi foki a Niu Silani he
mukamuka ke moua e tau koloa kua manako a koe ki ai. Falu koloa kua nkai tau uka lahi ke tuga he motu
tote ne o mai ai e tau mamatua haaku.
Ko e motu Palagi, ka gahua fakamooli to moua taha monuina. Ko e tau kotofaaga mua atu e mitaki mo
fakamatalahi aki e magafaoa. Kua lahi ha lautolu a tau fakaalofa ati o mai ai ke he motu nei ke tutuli he
penina he talahau mai e lautolu. Ko e tutuliaga nei kua lata ia tautolu ke tapiki mau ki ai.
Kia monuina a tautolu oti. Iehova he vah loto. Kia t tagaloa e tau fakaakoaga vagahau Niue. Onoono atu ki
mua ke lagaki hake ha talu motu fuluola, ko Niue Fekai.
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Ronnie, a first generation New Zealander from Niue, is giving a formal speech to his peers about living in
New Zealand. He discusses the benefits and opportunities in New Zealand for students.
Text type
Speech, formal. Receptive.
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Ronnie begins his speech with extended greetings, greeting others before he introduces himself:
Mon mon mon t Tagaloa. Tau matua taane, tau matua fifine mo e tau kapitiga oti, fakaalofa lahi atu ki
a mutolu oti.
After formal greetings, Ronnie introduces himself, gives his name and his origin:
Ko au nei ne vagahau atu ko Ronnie mai he maaga ko Hakupu Atua.
Ronnie makes positive comments:
Fiafia lahi e tau faiaoga ke fakaako e tau tama.
He makes comparisons:
Mukamuka ke moua e tau koloa; Falu koloa tau uka lahi.
He uses descriptive expressions to give his opinion, for example:
fiafia lahi au; mukamuka.
He uses the future tense to express a wish:
manako au; onoono atu.
How the speaker expresses personal ideas and opinions
Ronnie uses different phrases and structures to express opinions:
mitaki lahi; uka foki; moui mahuiga he motu palagi.
He expresses an opinion using figurative language:
motu he huhu mo e meli; tutuli he penina
He responds to the oft-expressed view that people emigrate from Niue to New Zealand in search of the pearl
– symbol of wealth and the good life:
… tutuli he penina he ui mai e lautolu.
How the speaker communicates appropriately in the situation
Ronnie gives extended greetings:
Monu monu monu tu Tagaloa.
The seriousness and formality of these greetings signal the importance of the speech:
Tau matua taane, tau matua fifine mo e tau kapitiga oti, fakaalofa lahi atu ki a mutolu oti.
Listeners will expect depth from the speaker.
After formal greetings, Ronnie introduces himself, giving his name and where he is from:
Ko au nei ne vagahau atu ko Ronnie mai he maaga ko Hakupu Atua.
By doing so, he shows pride in his heritage and acknowledges his forbears.
Ronnie uses particular pronouns to connect to the audience and include them in his views:
ko e haaku; ha lautolu.
He uses inversion and a general statement to conclude his speech:
kia monuina; kia tu tagaloa e tau fakaakoaga; Iehova he vaha loto.
He uses formulaic expressions to make general statements:
mukamuka ni ti uka; Ko e tau liogi.
He acknowledges the importance of Christianity when he gives a blessing:
Iehova he vah loto.
Ronnie opens his speech with a culturally appropriate salutation:
Mon mon mon tu Tagaloa.
He greets his audience formally, addressing each group separately:
Tau matua taane; tau matua fifine; mo e tau kapitiga oti.
He ends the speech with an optimistic message of best wishes for future success:
Kia t tagaloa e tau fakaakoaga Vagahau Niue.
He greets ancestral deity Tagaloa, showing 'fakalilifu' (respect) through the use of formal language:
Mon mon mon tu Tagaloa, and by greeting Tagaloa before he greets his audience.
The use of articles is a feature of formal language:
Kua tolo mai e tau tagata; Ko e tau kotofaaga mua atu e mitaki; Kia monuina a tautolu oti.
The speech is a well-defined text type in 'aga fakamotu'. Ronnie’s speech illustrates particular features of this
text type, including:
the addressing of each group in turn before including everyone in a general greeting:
Tau matua taane, tau matua fifine mo e tau kapitiga oti, fakaalofa lahi atu ki a mutolu oti
the addressing of people in order of importance; for example, the ancestral deity Tagaloa is addressed
first
the use of formulaic expressions, for example:
Mon mon mon tu Tagaloa
the use of figurative language:
tutuli he penina
making connections with commonly held beliefs or sayings:
motu he huhu mo e meli
the use of conventional farewells:
Kia monuina a tautolu oti
referencing Christianity in the farewell:
Iehova he vah loto
evidence of strong feelings or wishes:
Onoono atu ki mua ke lagaaki hake ha talu motu fuluola, ko Niue Fekai.
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Students could compare the kinds of language used in speeches in vagahau Niue, English, and te reo Mori (as
well as in their own languages and cultures). What similarities and differences do they notice? How could
they apply their learning to become better speechmakers in vagahau Niue?
Example 1: Personal narrative
Ua taunuu le vaalele i Aukilani. Ua ou toe lagona le malulu o Niu Sila aua e vevela le tau i Smoa. E le galo
foliga fiafia o si o ‘u aiga ma uo fou na maua i la ‘u tafaoga pu ‘upu ‘u. Ou te manatua fo ‘i meataumafa
mananaia a Smoa, pei o esi, niu, ma le popo e fai ai le peepee ma le miti. Sa le misi la ‘u ti ‘eti ‘e i pasi e alu
ai i Apia ma lo ‘u tauusoga ona e manaia le musika leo tele. O le maketi foi e tumutumu i tagata e fai faatau i
aso uma. Ou te le ‘i toe fia sau i Niu Sila le atunu ‘u televave, ona ua manaia lava le to ‘afilemu ma le
saogalemu o Smoa ia te a ‘u. O le isi malologa i le fa ‘ai ‘uga o le tausaga o le a ou toe alu i Smoa ma nofo ai
atonu e selau pasene ai la ‘u tautala fa ‘a–smoa.
Peter writes an article on his recent holiday in Smoa to be published in a local community newspaper. Here is
an extract from the text he produces.
Text type
Personal narrative, written. Productive.
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Peter uses a sentence with a compound structure to give a reason:
Ua ou toe lagona le malulu o Niu Sila aua e vevela le tau i Smoa.
He uses the imperfect tense to describe a past habit:
Sa le misi la ‘u ti ‘eiti ‘e i pasi …
He indicates his intentions by using the future tense:
… o le a ou toe alu i Smoa mo nofo ai.
Peter gives information and reflects on his experiences:
Sa le misi la ‘u ti ‘eti ‘e i pasi e alu ai i Apia ma lo ‘u tauusoga ona e manaia le musika leo tele.
Peter expresses an opinion:
O le maketi foi e tumutumu i tagata e fai faatau i aso uma.
Peter responds to his own reflections on his recent experience:
Ou te le ‘i toe fia sau i Niu Sila le atunu ‘u televave.
Peter uses respectful terms, for example: Meataumafa.
Peter does not use respectful terms when referring to himself:
Ou te le ‘i toe fia sau i Niu Sila.
Peter’s use of the 't' style illustrates the formal language that is appropriate in written texts:
E le galo foliga fiafia o si o ‘u aiga ma uo fou na maua i la ‘u tafaoga pu ‘upu ‘u.
Peter uses extended sentences as is appropriate in written texts:
Ou te le ‘i toe fia sau i Niu Sila le atunu ‘u televave, ona ua manaia lava le to ‘afilemu ma le saogalemu
o Smoa ia te a ‘u.
Because the text is for publication in a community newspaper and will be read by all ages, formal language
patterns and respectful forms are used.
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Using the sentence, 'Ou te manatua fo ‘i meataumafa mananaia a Smoa, pei o esi, niu, ma le popo e fai ai le
peepee ma le miti as a starting point', investigate the kinds of foods that are typically Smoan and compare and
contrast these with the foods that are typical in New Zealand and/or own cultures. What values are associated
with particular food items? Make comparisons and connections across cultures.
Investigate the use of respectful/formal words, for example, meataumafa, in a range of different written texts.
Compare and contrast their use with respectful/formal words in equivalent English language texts.
Explore different experiences of going on holiday. What does 'holiday' mean to students? What special
holidays do Smoa and New Zealand celebrate? How are they celebrated? What meanings and values do these
holidays have? How could students make use of these understandings when communicating in gagana Smoa
with other speakers of the language?
Gagana Smoa L6 context elaborations: Example 2
Gagana Smoa L6: Example 2
Example 2: Conversation
Talia — Suga o a mai?
Joan — Maguia lava faafekai ae a oe?
Talia — Seki a mea uma.
Joan — Ae sa ‘o, a.
Talia — O le a foi le galuega e ke fiafia iai?
Joan — Ou ke fiafia ile galuega o le loia. Ae a lau Afioga?
Talia — Ou ke fia ka ‘alo lakapi fa ‘apolofesa aua e mafai ai oga ou asiasi i akuguu mamao. Ae o le a le
mafua ‘aga ua e filifili ai lega galuega o le loia?
Joan — Oga e kele kupe e maua, ma e mafai oga fesoasoagi i kagaka. Ae faapefea pe a e magu ‘a ma le
kaulau le faamoemoe mo le lumaga ‘i?
Talia — Ou ke lagoga e le ‘i kapegaiga seisi fuafuaga. Ae a lau susuga?
Joan — O le mea lea e kakau ona ka kigou e fai ai mea ‘aoga aua a le maguia le fa ‘aloia, e mafai oga ou koe
su ‘e sesi galuega pei o le foma ‘i, faiaoga poo le igisigia.
Talia — Ae sa ‘o a, e lelei oe ua uma oga kapega.
Joan — Se, ou ke faukua aku ia ke oe le uso, se kaumafai e fa ‘amuamua le a ‘oga, e kele ai avanoa mo oe ile
lumagai.
Talia — Ua lelei, fa ‘afekai mo le faukuaga, ae fai le kogu ka koe kalagoa akili.
Joan — Ia lelei uso. Fa laia, Talia.
Talia — Fa soifua.
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Joan, a learner of the language, is conversing with Talia, a native speaker of gagana Smoa who has recently
arrived in New Zealand to live. They are discussing careers.
Text type
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Joan uses simple sentences to communicate an idea:
Ou ke fiafia ile galuega o le loia.
She also uses an extended sentence pattern with a combination of structures to communicate an opinion:
Se ou ke faukua atu ia ke oe le uso, se kaumafai e fa ‘amuamua le a ‘oga, e kele ai avagoa mo oe ile
lumagai.
Joan expresses a personal idea:
Oga e kele kupe e maua, ma e mafai oga fesoasoagi i kagaka.
She expresses an opinion:
Se ou te faukua aku ia ke oe le uso.
Talia shares an idea and Joan responds with a question:
Ae faapefea pe a e magu‘a ma le kaulau le faamoemoe mo le lumaga‘i?
Joan uses singular and dual pronouns appropriately, for example:
Ou ke fiafia ile galuega o le loia; O le mea lea e kakau ona ka kigou e fai ai mea ‘aoga.
Joan uses respectful language even when communicating informally:
Ae a lau Afioga?
Because she is speaking in an everyday situation, Joan uses the 'k' style:
Maguia lava fa ‘afekai ae a oe?
The text illustrates ways of addressing a person in a familiar context, for example, when Joan says:
Se, ou ke faukua aku ia ke oe le uso.
The use of the family term 'uso' (sister) suggests that these friends have a personal, close relationship.
Talia and Joan both use conversational style 'fillers' and formulaic expressions, for example:
Ia lelei uso, Fa soifua.
Joan uses a formulaic expression, as is expected in this situation:
Maguia lava fa ‘afekai.
Stressing words for particular purposes is a typical feature of conversational exchanges. Joan places stress on
a word to emphasise her agreement:
Se, ou ke faukua aku ia ke oe le uso.
In the context of the conversation Joan is in agreement as Talia has changed her original thinking.
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Explore conversation openers and closings in a range of texts in gagana Smoa. What expressions and
formulaic expressions are used often, and in what contexts? Make comparisons and connections between
these and corresponding expressions in English language and own-culture texts. Texts may include, for
example, phone conversations, emails, texting, and face-to-face conversations.
Examine the uses of formal and informal language in these texts. Why has this level of language been used,
and what are its particular features? How might students apply these understandings when communicating in
gagana Smoa using different text types (oral, written) and in different situations?
Example 3: Promotional poster
Gagana Smoa
[pdf of larger poster to come]
A poster advertising the attractions of Smoa.
Text type
Visual/written, persuasive. Receptive.
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Observations a students might make concerning:
Advertising conventions, for example, the use of words and phrases that have particular associations, are
used to evoke a response in the reader:
le Penina o le Pasefika; I ‘ila; Lanumoana; Ta ‘alaelae.
Imperatives are used for their persuasive power:
Afio mai loa ile Parataiso.
A compound sentence structure communicates an idea:
O lo ‘o to ‘afilemu ma saogalemu le atunu ‘u.
The visual information in the poster is carefully chosen to appeal to people in New Zealand wanting a
holiday destination. For example, the photo shows blue skies, blue sea, coconut palms, and indigenous
housing (fale). These latter two items add an exotic dimension and promote the idea that, by going to Smoa,
the reader will escape their everyday existence and enjoy a real holiday.
How the designer expresses personal ideas and opinions
The designer has used a photo that contains features that are likely to prove attractive to potential visitors:
blue skies, coconut palms, local-style building, etc. As the 'fale' and the coconut palms are not typical of New
Zealand, they help create a sense of the 'exotic' in viewers’ minds.
The poster promotes a view of Smoa that some might consider romanticised or stereotypical:
E taugofie toe faigofie Smoa ia te a ‘u.
The poster uses descriptive words to express a positive view of Smoa:
O le atunu ‘u matagofie ma le matalasi.
The designer picks up on romantic notions about Smoa that people may have acquired from other
advertising:
“O lo ‘o to ‘afilemu ma saogalemu le atunu ‘u”.
How the designer communicates appropriately in the situation
The designer uses respectful terms to acknowledge and communicate with readers, for example, 'Afio mai
loa'.
The designer uses visual material to suggest an open, free, and relaxed environment. Similar visual material
is often found in advertisements for tourist destinations.
The designer uses typical advertising speak in both captions and text to entice holidaymakers:
Taugofie, Faigofie, Parataiso.
The poster is a written and visual text designed to convince potential tourists to make Smoa their holiday
destination.
The following features are used in the poster and are common to this genre:
A combination of written and visual elements that work together to present a more convincing case
than they could do separately. The placement of words on the photo creates powerful associations in
the minds of viewers/readers, which they link to whatever knowledge they already have of Smoa and
the Pacific (whether from direct or indirect experience) and construct meaning.
The written text uses metaphors; a common feature of advertising:
Penina o le Pasefika; Parataiso; To ‘afilemu.
Emotive language deliberately arouses feelings in the viewer/reader:
Matalasi, Matagofie, Lanulau ‘ava.
Rhetorical questions invite a response:
O e fia maua se mapusaga? O anafea na e malaga ai i fafo? Ua e mana ‘omia se malologa?
Quotes from other travellers. For example:
“O lo ‘o to ‘afilemu ma saogalemu le atunu ‘u”) are used to suggest that you, too, will have a
great experience of Smoa.
Repetition emphasises the message; for example, Le Penina o le Pasefika appears as a major caption
and twice elsewhere.
Stand-alone phrases catch the eye of the reader and encourage them to read the subtext.
Readers do not read a poster in the same way as they read a written text (in linear fashion, from left to
right). Instead, they tend to go first to the high-impact elements and then gather information from the
other visual and text elements in any order. The photo and the various types of written text (captions,
quotes, questions, sentences, phrases, metaphors) offer the viewer/reader different entry points.
TOP
Investigate metaphors associated with Smoa, New Zealand (for example, Aotearoa, 'land of the long, white
cloud'), and other countries.
Compare and contrast brochures advertising New Zealand and and Smoa. Consider the purposes of these
brochures, the target audience, why certain features are highlighted, and the kinds of language used. Would
the inhabitants describe their own country in such terms? Students could prepare posters in gagana Smoa
advertising the attractions of New Zealand.
Example 1: Telephone conversation
Paula — Heleine, mal ho ‘o lelei. Ko au Paula. ‘Oku ke ff hake ki he ‘aho´ ni?
Helen — Hei, Paula! ‘Oku ou sai ‘aupito he taimi´ ni. Ff koe?
Paula — Sai p mo au. Te ke ha ‘u ki he sosiale´ he p Tu ‘apulelulu ‘o e uike´ ni?
Helen — (ki ‘i fakalongolongo) … Koe h ‘oku ke ‘eke ai´?
Paula — Ko e me ‘a´ he ‘oku ou ‘alu. Te ke fie ‘alu mo au!
Helen — ‘Oi, ‘oku ou fie ‘alu. Ff keu tomu ‘a talanoa ki he ‘eku mami´?
Paula — ‘Io, sai p ia.
Helen — Te u toki t atu ‘o tala atu pe ‘e loto ‘eku mami ki ai? Ka ‘oku ou tui ‘e fiemlie pe ki ai. ‘Oku ke
pehe ‘e tokolahi?
Paula — ‘Oku ou fanongo ‘e tokolahi.
Helen — Fakalata! Ta toki talanoa. Nofo .
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A phone conversation between two friends. The boy, Paula, invites Helen, a learner of the Tongan language,
to attend the school social with him. Paula is a native speaker of Tongan and not yet confident conversing in
English.
Text type
Phone conversation, informal. Interactive.
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Helen responds to Paula’s invitation to the school social by accepting it:
‘Oku ou fie ‘alu.
Helen advises that she will seek her mother’s opinion about Paula’s invitation:
Ff keu tomu ‘a talanoa ki he ‘eku mami?
Helen offers to tell Paula of her mother’s decision:
Te u to ki t atu ‘o talaatu pe ‘e loto ‘eku mami ki ai?
Helen assumes that her mother will be supportive of Paula’s invitation:
‘Oku ou tui au ‘e fiemlie pe kiai.
Helen responds with an expression of surprise:
‘Oi! because she did not expect Paula’s invitation.
She asks Paula if there will be many people at the social:
‘Oku ke pehe ‘e tokolahi?
On hearing his estimate, she expresses her feelings:
Fakalata!
Helen responds to and uses conventions that are appropriate in phone conversations. These include formulaic
expressions such as:
‘Oku ou sai pe and Ff koe?
Helen responds appropriately to Paula’s greeting at the start of the conversation:
‘Oku ou sai ‘aupito he taimi´ ni.
Helen uses the correct farewell for the person who remains behind:
Nofo .
Helen uses the correct singular possessive pronouns when referring to herself and to Paula; for example:
‘Oku ou, ‘Oku ke.
At one point Helen hesitates, uncertain how to respond (ki ‘i fakalongolongo). Hesitation and silence are
common in conversations, indicating reflection, thinking of an appropriate response.
Notice that Paula addresses Helen by the Tongan version of her name: Heleine. This could be subconscious,
as he is a fluent speaker of the language, but it could equally be that he is acknowledging her efforts to speak
Tongan and wants to be inclusive.
The speakers use lea tavale (everyday language). For example, Paula uses the word ‘alu (Te ke fie ‘alu mo
au!). ‘Alu takes on different forms depending on the social context; for example, in 'lea fakamatpule, faka
‘au', is used instead.
The stress patterns of spoken language are indicated by the use of the definitive accent. For example, when
Paula refers to a particular social at a particular time:
Te ke ha ‘u ki he sosiale´ he p Tu ‘apulelulu ‘o e uike´ ni?
Helen uses single words or phrases instead of sentences to express her feelings:
Fakalata! Ta toki talanoa.
Helen and Paula mostly use the present tense and simple sentence structures, though they do use ‘oku to
express the immediate future (for example, 'Koe ha ‘oku ke ‘eke ai´? ‘Oku ou sai p'.). These are features of
informal conversations.
Paula uses the word sosiale, which is a transliteration of 'social':
Te ke ha ‘u ki he sosiale´ he p Tu ‘apulelulu ‘o e uike´ ni?
Transliterations are often used in lea faka-Tonga, particularly for words or concepts that do not have local
equivalents.
Both Paula and Helen use mami for Helen’s mother, as is typical in informal contexts. Other words for one’s
own mother or someone else’s mother are used in contexts that require different levels of formality and
respect.
TOP
Explore cultural values, practices, and expectations associated with social events in Tongan and other
cultures. Find similarities and differences.
Explore different ways of referring (both orally and in writing) to family members (own and others’) in lea
faka-Tonga and in English. What similarities and differences are there? What values are revealed by these
usages? How could students use the knowledge they have gained to enhance their use of language and their
behaviour when interacting with others in lea faka-Tonga?
Compare and contrast Tongan greetings and farewells in a range of texts and contexts, both formal and
informal:
Relate these to English greetings and farewells (and to those used in other cultures).
How do the forms of greetings and farewells used indicate the relationship of the participants?
What social level of language is being used, and how can you tell?
How might a learner of Tongan use this knowledge to communicate with speakers of lea faka-Tonga?
Tongan L6 context elaborations: Example 2
Tongan L6: Example 2
Example 2: Student blog
Mau toki foki mai mei Tonga. Ttatu ‘a Tonga ia he fakalata! Faka ‘ofo ‘ofa e mattahi! ‘Ohovale au he
hinehina peh ‘a e ‘one ‘one.
Fakalata atu e ma ‘a ‘a e tahi´ mo e ‘ikai ke makamaka´! Na ‘a mau kaukau pe ki he phia he ‘aho kotoa! Na
‘e mfana ‘aupito e ‘ea mo e tahi´. Anga fakakaume ‘a e kakai´ mo e malimali´! ‘Ikai ha fakavavevave ki ha
feitu ‘u.
Ko e taimi fiefia mo fakangalongata ‘a. Te u toe ‘eva pe ki Tonga he kaha ‘u´. Ne fakalakalaka foki ‘eku lea´
he lahi ‘eku lea faka-Tonga´. Tokolahi e kakai ‘oku nau talanoa faka-Tonga p.
‘Oku ou palani te u ‘alu ki Vava ‘u ‘o kakau mo e tofua ‘a´ mo sio ‘i hono ngaahi mtanga faka ‘ofo ‘ofa´.
Toki hoko atu.
TOP
Samuel, a learner of the Tongan language, describes his recent trip to Tonga.
Text type
Internet blog, personal opinion. Productive.
TOP
Samuel describes what he thought of his holiday:
Ttatu ‘a Tonga ia he fakalata.
He enriches his account with descriptive words:
Faka ‘ofo ‘ofa e mattahi.
He uses a range of tenses to communicate information:
He uses the past tense particle na ‘e:
Na ‘e mfana ‘aupito e ‘ea mo e tahi´.
He uses the past tense particle ne:
Ne fakalakalaka foki ‘eku lea´ he lahi ‘eku lea faka-Tonga´.
He talks about his future plans using the future tense particle te:
‘Oku ou palani te u ‘alu ki Vava ‘u ‘o kakau mo e tofua ‘a´ mo sio ‘i hono ngaahi mtanga faka
‘ofo ‘ofa´.
He expresses certainty about a future visit:
Te u to e ‘eva pe ki Tonga he kaha ‘u.
The definitive accent is used to mark certainty:
‘Oku ou palani te u ‘alu ki Vava ‘u ‘o kakau mo e tofua ‘a´ mo sio ‘i hono ngaahi mtanga faka ‘ofo
‘ofa´.
Samuel provides reasons to justify his opinions and observations; for example:
… ma ‘a ‘a e tahi´ mo e ‘ikai ke makamaka´.
He expresses his feelings:
Anga fakakaume ‘a e kakai´ mo e malimali´!
He also expresses his appreciation of local conditions and lack of time pressures:
‘Ikai ha fakavavevave ki ha feitu ‘u.
Samuel sums up his holiday experience:
Ko e taimi fiefia mo fakangalongata ‘a.
Samuel uses appropriate formulaic expressions; for example, ending his blog with 'Toki hoko atu'.
Samuel uses emotive and descriptive words to arouse feelings and create images in readers’ minds of the
places he visited; for example:
fakalata, faka ‘ofo ‘ofa, ttatu, ‘ohovale, fakangalongata ‘a.
Samuel uses chat style sentences:
Mau toki foki mai mei Tonga. Faka ‘ofo ‘ofa e mattahi.
He uses 'lea tavale' ('everyday language'), as is appropriate in this context and for this purpose. For example,
he uses 'kaukau' in the sentence:
Na ‘a mau kaukau pe ki he phia he ‘aho kotoa!
This word has different forms; for example, in 'lea fakatu ‘i' ('regal language') 'tkele' is used.
Another example of 'lea tavale' is Samuel’s use of the word 'foki' as in 'Mau toki foki mai mei Tonga'. In 'lea
fakamatpule' ('polite language') the equivalent would be 'toki lava mai'. In 'lea fakahouhou ‘eiki' ('chiefly
language') the same idea would be expressed as 'toki me ‘a mai', and in 'lea fakatu ‘i' ('regal language') as
'toki liuaki mai'.
Samuel uses the word 'palani' (a transliteration of 'plan'), which has been accepted into lea faka-Tonga
vocabulary.
TOP
Explore personal experiences of going on holiday. What does the concept 'holiday' mean to students?
Consider the importance of holidays, both to the individual and nationally. What holidays do Tonga and New
Zealand celebrate? What values do these holidays represent?
Explore how you would write in lea faka-Tonga to a Tongan (Internet) friend about a holiday you have had.
What kinds of language would you use (for example, polite or everyday, formulaic expressions)? What
aspects of life could your talk about? What links could you make to Tongan life and culture? What
comparisons could you make with your own life and culture?
Example 3: Email to a friend
Tokoua Taniela
Mau tau lelei mai ki he fu ‘u fonua faka ‘ofo ‘ofa´ ni. Toka lelei e hala´. Ma ‘a moe fonua´! ‘Ohovale he sio
ki he maama hala´. Mau peh p, ke ‘a Tonga mai ‘a e ngaahi fakalakalaka´ ni.
‘Oku mo ‘ui lelei pe ‘a e tamaiki. ‘Oku momoko ‘a e fonua´ ni. Ka ko e sai´ he ‘oku mafana ‘a e motele ‘oku
mau nofo ai. Ttatu e ngaahi fu ‘u loki´ ia moe saoa vai mafana´. Ke mou kai mai homau talitali´. Lahi ‘a e
‘ofa mai ‘a e kinga, siasi´ mo e kolisi tutuku´.
‘Oku mau ako va ‘inga he mala ‘e ‘akapulu ‘a Onehunga. Na ‘a mau va ‘inga mo e timi ‘a Onehunga pea mal
pe ‘emau hao. Mau mlohi foki ‘uluaki tau mo e timi ‘a e Kolisi Tangaroa.
Te mau va ‘inga moe timi ‘a e Kolisi Uesili´ he Falaite´. Ko e timi ‘eni ‘oku tokolahi ai e tamaiki Tonga´.
Mau tui ‘e fefeka ‘aupito e tali tangata´ koe ‘uhi´ he ‘oku tokolahi ai ‘a e kau pasifiki´. Ka ‘oku mau loto lahi
‘aupito, pea ‘oku mau ‘amanaki ki ha ikuna he ‘oku lahi ‘emau teuteu. ‘Oku mau manavasi ‘i foki ki he
puke´, he ‘oku fepaki e ‘ea.
Te mau ako va ‘inga foki mo e faiako ‘a e kalapu ‘akapulu ‘a ‘Okalani´. Ko e teuteu ia ki he tau mo e timi ‘a
e Kolisi ‘Alipate´. Ko kinautolu ‘oku lolotonga hau he ngaahi ‘apiako´ he taimi´ ni. Fakahoko atu homau ‘ofa
pea mou lotu mai ma ‘ae timi´.
‘Ofa atu
Semisi
TOP
Semisi, a native speaker of Tongan, is in Auckland participating in the under-18 rugby tournament. He is
updating his cousin Taniela, a learner of Tongan living in Rotorua, about the team’s games and his
impressions of Auckland.
Text type
TOP
Semisi describes the team’s reception by friends and families in Auckland:
Ke mou kai mai homau talitali´. Lahi ‘a e ‘ofa mai ‘a e kinga, siasi´ mo e kolisi
tutuku´.
Semisi uses adjectives and descriptive expressions to communicate his impressions; for example:
‘Oku momoko ‘a e fonua´ ni.
He reports the results of the games that his team has played:
Mau mlohi foki ‘uluaki tau mo e timi ‘a e Kolisi Tangaroa.
He expresses his opinion about the team’s performance:
Na ‘a mau va ‘inga mo e timi ‘a Onehunga pea mal pe ‘emau hao.
Semisi expresses surprise at what he sees in New Zealand:
‘Ohovale he sio ki he maama hala´.
He makes a comparison between the two countries when he expresses a desire for Tonga to have some of the
resources he sees in New Zealand:
Mau peh p, ke ‘a Tonga mai ‘a e ngaahi fakalakalaka´ ni.
He reminds and requests Taniela to pray for the team:
Fakahoko atu homau ‘ofa pea mou lotu mai ma ‘ae timi´.
The use of particular adjectives and adverbs reinforces Semisi’s opinion about the strength of the other team:
Mau tui ‘e fefeka ‘aupito e tali tangata´ koe ‘uhi´ he ‘oku tokolahi ai ‘a e kau pasifiki´.
Semisi expresses his personal belief about the outcome of his team’s performance, giving reasons:
Ka ‘oku mau loto lahi ‘aupito, pea ‘oku mau ‘amanaki ki ha ikuna he ‘oku lahi ‘emau teuteu.
He expresses his apprehension:
‘Oku mau manavasi ‘i foki ki he puke he ‘oku fepaki e ‘ea.
Semisi addresses Taniela as tokoua (brother). This everyday usage in lea faka-Tonga is equivalent to 'bro' in
English. The shortened form 'toko' is also widely used.
Semisi uses his knowledge of rugby to connect with Taniela by commenting on the team’s performance and
preparation; for example:
Na ‘a mau va ‘inga mo e timi ‘a Onehunga pea mal pe ‘emau hao.
When describing something in the past, Semisi uses the particle na ‘a:
Na ‘a mau va ‘inga mo e timi ‘a e ‘apiako pea mal pe ‘emau hao.
Semisi uses 'mala ‘e ‘akapulu' for rugby field. 'Mala‘e' has a historical meaning in lea faka-Tonga, but its use
has been broadened to include modern contexts.
Tongan people are constantly aware of 'fakatu ‘utu ‘unga' ('rank') as they interact with each other. Semisi
uses lea tavale (informal, everyday language) to describe events:
Ttatu e; ‘Ohovale he sio ki he maama hala´.
Like most written texts, Semisi’s email uses connectives such as pea, ka, and mo e.
As is appropriate for a text of this kind, Semisi ends his email with the informal, formulaic ‘Ofa atu.
Semisi uses the word mtele, a transliteration of 'motel' that is now part of lea faka-Tonga vocabulary:
‘Oku momoko ‘a e fonua´ ni ka ‘oku mfana ‘a e mtele ‘oku mau nofo ai ‘i Onehunga.
Semisi observes the following conventions of written lea-faka Tonga:
He uses the definitive accent when he refers to going to a particular college on a particular day:
Te mau va ‘inga mo e timi ‘a e Kolisi Uesili´ he Falaite´.
He uses the stress mark before enclitics; for example:
‘Oku momoko ‘a e fonua´ ni.
He uses macrons where appropriate:
Ttatu e ngaahi fu ‘u loki´ ia mo e saoa vai mafana´.
TOP
Use the team’s visit to New Zealand and Semisi’s comments and reflections as a stimulus for reflecting on
and discussing the differences, surprises, and challenges that you experienced when, for example:
on your first overseas trip
emigrating to New Zealand
encountering other languages/cultures in New Zealand.
How might you express your observations and feelings when talking or writing to other speakers of Tongan?
What would you need to know about the language and culture to be able to communicate effectively?
Investigate the word 'mala‘e' and its use and meanings in historical and present-day contexts. Make
comparisons and connections with similar words in other languages.
Students can use language variably and effectively to express and justify their own ideas and opinions and
support or challenge those of others. They are able to use and identify the linguistic and cultural forms that
guide interpretation and enable them to respond critically to texts.
The three communication objectives work together; the objectives for language knowledge, and cultural
Communication
communicate information, ideas and opinions through increasingly complex and varied texts
explore the views of others, developing and sharing personal perspectives
engage in sustained interaction and produce extended text.
Language knowledge
Students will:
analyse ways in which the target language is organised in different texts and for different purposes
explore how linguistic meaning s conveyed across languages.
Cultural knowledge
Students will:
analyse ways in which the target culture(s) is (are) organised for different purposes and for different
audiences
analyse how the use of the target language expresses cultural meanings.
The step up from level 6 to 7
By the end of level 6, students are communicating information, ideas, and opinions and expressing and
responding to personal ideas and opinions. The content and language of the communication is targeted
beyond the immediate context to include the appropriate expression of opinions using a variety of text types.
In addition to the above, level 7 students begin to engage in sustained interactions and produce extended texts
as they explore the views of others and develop and share personal perspectives. The content and language of
the communication is targeted to include the expression and justification of their own ideas and opinions, as
well as supporting and challenging the ideas and opinions of others. Students are able to respond to
increasingly complex and varied texts.
Note that the proficiency descriptor and achievement objectives for levels 7 and 8 are the same. For level 8
students, the step up involves deliberate and effective use of language according to audience and purpose,
engaging in increasingly sustained interactions, and producing and responding critically to a variety of
increasingly complex texts.
level.
L7 CEs: Chinese
L7 CEs: Japanese
L7 CEs: French
L7 CEs: German
L7 CEs: Spanish
L7 CEs: Gagana Smoa
L7 CEs: Tongan
Level 7.
Students are expected to begin to engage in sustained interactions and produce increasingly extended texts, in
which they explore the views of others, develop and share personal perspectives, and justify, support, or
challenge ideas and opinions in different situations. Students are expected to begin responding critically to
more extended and varied text types on familiar matters.
Context elaborations are examples for teacher guidance only. They should not be used as assessment tools.
Example 1: NZSL An Official Language
NZSL An Official Language Film
Hemi is a year 12 student who is Deaf. He gives a speech at his local marae, about New Zealand Sign
language becoming an official language, and the exciting opportunities ahead.
Text type
TOP
Communicating information, ideas, and opinions through increasingly extended and varied texts
Hemi uses a formal address to introduce his speech:
TENA KOTOU+++
He uses a mix of different structures to convey information and present views. For example, simple
sentences:
NZSL, ME GROW-UP EVERYDAY USE NZSL
Hemi use more extended sentences with a combination of structures. For example:
GOOD CHALLENGE ALL (you-ALL) LEARN NZSL
This is a signed text, so Hemi’s NZSL features such as affirmation, pronouns and locatives (through
pointing), facial expression and grammar, correct hand-shapes, appropriate signing space, body language,
non-manual signals and different forms of questioning, have a bearing on the overall effectiveness of the
communication and must be taken into consideration.
Hemi shows that he connects with his heritage, by using te Reo Mori, in his introduction and conclusion:
Whakawhetai ki a koe mo te matakitaki ai ki taku korero.
He shows that his understanding of the language has come from other sources:
FACT IX-me ALWAYS STILL LEARN POSS-my-own LANGUAGE LIKE NEW VOCABULARY
Beginning to explore the views of others
Hemi states the view of the audience when an important event is acknowledged:
ALL ENJOY PROUD, HAPPY WHEN OUR LANGUAGE RECOGNISE.
Hemi is also able to deliver a viewpoint that includes the input from others:
NZSL AWESOME OPPORTUNITY WHAT-for PEOPLE LEARN NZSL
Beginning to develop and share personal perspectives
Hemi shares his personal view with the audience:
ME HOPE ALL LEARN NZSL, DEAF KNOW HEARING KNOW (thru) LEARN
He uses evidence to develop his argument:
FUTURE NZ HIGH SCHOOL WILL HAVE+++ WHAT NCEA, WHAT-for, NZSL point Loc1
Beginning to justify own ideas and opinions
He states how others learning NZSL would benefit himself and others:
FANTASTIC PEOPLE CAN EXPRESS THROUGH NZSL SAME COMMUNICATE+++ WITH
DEAF COMMUNICATE+++
He gives reasons to be proud of his language:
DEAF CULTURE ME mcs-IN, ME PROUD DEAF, ME INTERESTED+++ WHY mcs-PAH THIRD
OFFICIAL LANGUAGE, NZ
Beginning to support or challenge the ideas and opinions of others
Hemi challenges hearing people to examine how they are communicating with Deaf people:
BEFORE, HEARING+++ COMMUNICATE++STUCK, GIVE-UP ME WHY, ENGLISH not-MY
FIRST LANGUAGE
Beginning to engage in sustained interactions and produce extended texts
Hemi uses a range of tenses to develop his argument from different perspectives. For example:
NAME IX-me fs HEMI. SIGN NAME 1h HAIR-WAVE. NZSL IX POSS-my FIRST LANGUAGE
+++ WHY mcs-PAH 3RD OFFICIAL LANGUAGE IX-loc1 NZSL.
(future tense)
FUTURE, NZ HIGH SCHOOL WILL HAVE+++WHAT, NCEA CREDIT WHAT-for NZSL.
Nms-WOW, MEAN CREDIT CAN mcs-ACCUMULATE, me future tense
A speech is an extended text. By delivering his speech, and accompanying it with appropriate NZSL features,
body language and facial expression, Hemi sustains an interaction with his audience: they construct meaning
from what he signs and, depending on their beliefs, are supported or challenged in their views.
Interpreting ways in which the target language is organised in different texts and for different
purposes
Hemi uses devices typical of speech-making. For example, he uses rhetorical questions to stimulate a
response in the minds of the audience and keep them involved in the ideas he is presenting:
ME INTEREST+++
, NZSL mcs-PAH 3RD OFFICIAL LANGUAGE
Hemi uses fillers to process information:
NZSL ACT SET-UP filler-(hmm)-2007 neg filler-(umm) 2006
TOP
Students could explore the differences between Deaf speech making and speeches made in hearing cultures
that they are familiar with. What is the role of an interpreter? How is applause indicated?
Students could explore different ways of introducing and concluding a speech. For example: by using Te Reo
Mori, the languages of the Pacific or a traditional proverb, such as “Deaf can do anything except hear”.
Students could look at the history of NZSL its development and obstacles that were overcome. They could
compare the way NZSL changes as new signs are developed with changes in another language they are
familiar with.
NZSL L7: Example 2
Example 2: Somali Culture
Somali Culture Film
Saynab, who grew up in Somalia, gives a speech to her classmates about contrasts between Somalia and New
Zealand.
Text type
Speech, formal. Receptive.
TOP
Saynab communicates information that Muslims must eat only Halal food:
FIRST MUSLIM MAN PRAY SAY fs-ALLAH AKBAH AGAIN+++ ANIMAL NECK, CUT MEAN
DEAD
CAN COOK++ NOW ALLOW EAT
FOLLOW MUSLIM LAW
Saynab gives information about the kinds of foods that Muslims are allowed to eat:
FIRST PEOPLE PRAY, FINISH
ANIMAL, LIKE list IX-finger ANIMAL-RABBIT, IX-third finger CHICKEN, IX-fourth finger
SHEEP,
Saynab gives information about which animal Muslims are not allowed to eat:
Not pork
Saynab indicates contrast in NZ and Somalian cultures
NZ CULTURE point IX-loc (right), IX-loc (left) SOMALI CULTURE IX-point
Saynab gives information about the degree to which rules for Muslim clothing have to be followed.
NZ CULTURE SHORT-TOP (disapproving facial expression) SHORT SLEEVE, BLONDE,
EYEBROW PIERCED, LIP PIERCED (facial expression) ANYTHING, POSS-TEND++
SOMALI CULTURE IX-loc MUST WHAT, LONG SLEEVE, LONG DRESS, SCARF SAME ME.
WHY
FOLLOW MUSLIM LAW.
How the writer supports or challenges the ideas and opinions of others
NOW ALLOW EAT WHY, FOLLOW MUSLIM LAW. FAMILY CULTURE HAND-down ++++
How the language in the text is organised for the signer’s purpose
Saynab follows the conventions of a more formalised presentation in NZSL. She uses measured signing pace,
appropriate size of signs for the situation, a classroom. She uses clear articulation and appropriate use of
pausing.
, GROW-up ME, NZ CULTURE
Saynab uses formalised language, as appropriate to a formal presentation.
Saynab uses pronominalised (pointing) signs, spatial reference, shoulder shift and eye gaze when she makes
comparisons between NZ and Somali dress can wear to make clear which culture she is signing about:
Saynab uses topic comment to communicate the information that New Zealand has halal food:
NZ FOOD, fs-HALAL HAVE++++, GENERAL++
NZSL L7: Example 3
Examples showing how the students
Example 3: Deaf girl learns to play the violin
Deaf Girl Learns to Play the Violin Film
Manu and Brooke have viewed a YouTube video about a Deaf girl’s determination to play the violin despite
being bullied.
Text type
Informal conversation. Interactive.
TOP
Examples showing how the students are:
Manu uses an extended sentence pattern with a combination of structures to communicate an opinion:
!RIGHT+++ (absolutely) !
PEOPLE STILL PUT-DOWN++ (LOC-she).
IX-you PUT DOWN+++ EXPERIENCE BEFORE
Manu asks for Brooke’s opinion:
IX-you PUT DOWN+++ EXPERIENCE BEFORE
WHAT IX-you THINK OVER MAN loc1 HELP HER loc2,
Brooke responds to Manu:
YEAH ME SEE MANY SCHOOL BEFORE, HARD++ PEOPLE GIVE-up DREAM, OTHER
PEOPLE FOCUSED/DETERMINED DREAM.
The topic of the conversation is clearly of high interest to both Brooke and Manu, as they bring personal
experience to the conversation. For example, they talk about bullying in general, and seek each other’s views.
Together they decide that the teacher and the violin player are amazing.
Manu shares his perspective on the film:
WOW INSPIRING BUT SAD
Brooke agrees and adds her perspective:
AGREE IX-she (filler-um) STRONG GIRL she.
Manu states his intention to get others to watch the clip and keep the message in his own mind. This is
reinforced by affirmative nod:
THINK EVERYONE SHOULD WATCH (filler-hmm) IX-Loc STORY (video story about the
Deaf girl).
In response to Manu’s question, Brooke expresses a personal view of the man that taught the Deaf girl to play
the violin:
HARD++ PEOPLE GIVE-up DREAM, OTHER PEOPLE mcs-FOCUSED/DETERMINED
IX-HE AMAZING IX-HE. IX-ME WISH HAVE SAME MAN TEACH-me
Manu supports Brooke’s idea about the teacher:
IX-ME AGREE IX-(loc1) MAN BELIEVE IX-SHE(loc2) CAN nms-SUCCESSFUL++
Manu and Brooke sustain the interaction by agreeing with each other:
Brooke: IX-SHE GREAT GIRL IX-SHE SHOW ALL (people) CAN-do. WHEN BULLIED++
PEOPLE SMASH++ VIOLIN, WHAT-do, IX-SHE TAPE+++ FIX+++ (violin).
rhq _____t
IX-WHAT-do, IX-SHE TAPE+++, FIX+++
Manu: !RIGHT+++ (absolutely) !
PEOPLE STILL PUT-DOWN++ (LOC-she).
Brooke: YEAH, SEE MANY SCHOOL BEFORE HARD++ PEOPLE GIVE-up DREAM, OTHER
PEOPLE mcs-FOCUS/DETERMINED DREAM
purposes
A verb is used to express future intention to remember and use the message of the clip:
IX-me WILL KEEP-BACK-MIND (means noted).
Directional agreement verbs are used to differentiate who is teaching whom:
IX-ME WISH HAVE SAME MAN TEACH-me.
Brooke uses a filler to allow time to process information:
IX-ME AGREE IX-SHE (filler-um) STRONG GIRL IX-she
TOP
Students could consider the role of persistence in reaching goals. Is it equally important for Deaf and hearing
people? How could students support each other to persist? Is bullying of Deaf people the same as bullying of
hearing people? Does bullying occur for the same reasons? How can students manage being bullied?
Students could describe their own goals and talents in arts and crafts. They could investigate Deaf community
members who are involved arts and crafts and the support they have received. Students could research Deaf
people who have been successful in music and arts.
which they explore the views of others, develop and share personal perspectives and justify, support or
Example 1: Informal discussion between friends
—
Mary —
—
Mary —
—
Mary — Um …
TOP
Xiaohua is an international student from China. He is conversing with his Kiwi friend Mary about the
differences between schools in China and New Zealand.
Text type
TOP
Communicating information, ideas and opinions through increasingly extended and varied texts
In this interchange, the friends compare values in relation to schooling in the two countries, for example,
parental attitudes towards schoolwork. Xiaohua makes comments from a Chinese student’s point of view:
Mary responds, giving her personal perspective.
The question, invites Xiaohua to explain why he doesn’t like school here, and to contrast his current and past
situations.
Mary helps to keep the conversation going by explaining her preferences:
…
It is important to remember that this is a spoken interaction. Therefore, spoken features such as
pronunciation, intonation, rhythm patterns, delivery speed, audibility, stress patterns and tones have a bearing
on the overall effectiveness of the communication and must also be taken into consideration.
Mary uses the questions to ask for further information and explanation from Xiaohua.
Use of to develop and share opinions and perspectives.
Mary uses the sentence pattern … … to give a reason or explanation and likely outcome.
Mary uses … to show understanding, closely followed by to offer advice.
Mary uses / / to introduce further actions or information.
Note that Mary says “Um” before starting to respond in Chinese, showing that she is being challenged here as
an intercultural speaker of Chinese. In this context, the 'um' gives away her identity as a speaker of English.
purposes
The use of colloquialisms such as and fillers such as and shows that the interaction is informal.
TOP
Explore aspects of school systems in China and New Zealand, for example, , to find similarities and
differences in organisation, practices, and values.
Compare and contrast parental expectations in relation to schoolwork in China and New Zealand.
Explore the use of colloquialisms and fillers in Chinese in informal conversations to help sustain interaction.
Make comparisons and connections with how conversations are sustained in own language(s).
Example 2: Letter to friend
,
, Starbucks McDonald’s
Jenny
TOP
Jenny has just returned to New Zealand after being an exchange student in China for a year. She is writing a
letter to her good Chinese friend, Lanlan, about their experience in a teahouse in China.
Text type
Letter. Productive.
TOP
Jenny uses the formulaic expression to recall past experience.
The use of temporal verbs and adverbs shows the switch between time frames. For example, is an adverb
used to indicate that the situation remains the same. is a verb, and its use in the context of indicates that
something that happened in the past still can be recalled.
Mary uses temporal nouns
to switch between time frames.
The text illustrates the use of connectives to indicate alternatives.
Mary uses to express possibility.
Mary uses , which is stronger than and indicates certainty.
She uses the sentence pattern … … to express the idea of simultaneous actions.
Mary’s use of
shows development and change of her perspectives and attitudes.
Mary uses , and then to express, develop and share personal opinions and aspirations.
She uses to explain and justify her own statements.
Mary uses to express approval and appreciation.
Mary uses to present further alternatives and extend her ideas.
Her use of the temporal expressions , , , , enables her to organise and sequence events in extended text.
Her use of the coordinating sentence pattern enables her to further develop and extend ideas in text.
purposes
Mary uses the format … to address the recipient of the letter.
She uses the formulaic expression to greet the recipient and begin the letter.
In the same way, she uses the formulaic expression to conclude the letter.
Her use of the formulaic expression (May your learning improve) indicates that she is acknowledging the
importance of education in Chinese culture.
TOP
Investigate, explore and discuss the tea house, tea ceremony and Beijing opera, their special character, the
values they express, and their place and current relevance in Chinese culture. Make comparisons and
connections with aspects of own culture(s).
Examine the format of letter writing in Chinese and in English, exploring the conventions of the genre and
making comparisons and connections across cultures.
Compare and contrast the drinking cultures of China and New Zealand, and the values they express.
Example 3: An article about migration
Glossary
— yímín — migration, migrant, to migrate
— ylì — pressure, stress
— xnk — hard /difficult
— wéichíjijì — to maintain the family income
— liú — to stay
— fngf — method, way
— kùnnán — difficult
— zhèngf — government
TOP
A human interest story in a local Chinese newspaper about a Hong Kong family’s experience of migrating to
New Zealand in the 1990s.
Text type
Newspaper article. Receptive.
TOP
The writer uses temporal expressions , , , to switch between time frames and to sequence events from the
past.
The writer uses to express wishes and aspiration:
The writer uses … to express the reason for a course of action:
The text illustrates the use of connectives with auxiliary verbs to suggest the will and determination to pursue
a course of action:
The connective followed by is used to elaborate on information:
The writer uses a conditional clause to suggest consequences:
How the writer explores the views of others
The writer provides information that reveals perspectives and attitudes:
How the writer develops and shares personal perspectives
The writer gives clear direction on a course of action:
How the writer justifies their own ideas and opinions
The use of with enables the writer to explain the reason and identify the result or outcome.
Emotive adjectives and nouns , and convey empathy for the opinions and situations of others:
The writer uses with a verb to urge someone to do something carefully.
The use of duplication suggests time duration.
TOP
Explore the views and experiences of Chinese immigrants (and other immigrant groups) in New Zealand.
Discuss the kinds of challenges and difficulties faced and how these are or could be resolved.
Compare and contrast differences in education, family values, and aspirations in the Chinese and New
Zealand cultures.
Example 1: Article about a road accident
Glossary
être le théâtre de — be the scene of
se déporter — to veer
klaxon — horn
percuter — strike
traumatismes — injuries
Accident de route entre Sisteron et Digne-les-Bains
En cette fin de vacances, la route départementale entre Sisteron et Digne-les-Bains a été le théâtre hier matin
d’un terrible accident.
Il est 6h30. Philippe Pignon, en vacances à Sisteron, âgé de 23 ans et domicilié à Orléans vient de
raccompagner à Digne-les-Bains des copains avec lesquels il a fait la fête une bonne partie de la nuit.
Le jeune homme, fatigué, commence à s’endormir au volant. Sa Renault Cinq bleue se déporte sur la
chaussée pour se présenter face aux nombreuses voitures arrivant dans l’autre sens. Malgré les coups de
klaxon, la Renault Cinq continue sa trajectoire. Le premier véhicule évite la Renault Cinq, mais la voiture
suivante, une Peugeot 205, est percutée et les 3 personnes, passagers et conducteur, ont été blessées et
souffrent de traumatismes et de lésions plus ou moins graves.
Les victimes de la Peugeot, prises en charge par les sapeurs-pompiers, ont été évacuées sur le Centre
Hospitalier de Digne-les-Bains. Le conducteur de la Renault Cinq, dans le coma, a été transporté par
l’hélicoptère du SAMU.
La route entre Sisteron et Digne-les-Bains, fermée à la circulation par les gendarmes en raison de l’accident,
a été réouverte aux automobilistes à 18h00.
[Adapted from Woods, C. (2000) French Reading for GCSE, London: Holder & Stoughton]
TOP
Article about a road accident.
Text type
Newspaper report. Receptive.
TOP
The focus of this article is on factual reporting and summarising information. However, the writer dramatises
the events, presenting the information through the metaphor of 'theatre':
En cette fin de vacances, la route départementale entre Sisteron et Digne-les-Bains a été le théâtre hier
matin d’un terrible accident.
The accident then becomes a drama that is played out scene by scene in the report.
The cars involved in the accident are identified by make and model, for example:
la Renault Cinq, une Peugeot 205, and also by colour: Sa Renault Cinq bleue …
The reporter uses the present tense to heighten the drama:
Le jeune homme, fatigué, commence à s’endormir au volant.
The reporter is mindful of the newspaper’s readers. The article informs them of the reason for the road
closure and when motorists were able to use the road once more:
La route entre Sisteron et Digne-les-Bains, fermée à la circulation par les gendarmes en raison de
l’accident, a été réouverte aux automobilistes à 18h00.
The text is not an opinion piece, but it is worth thinking about the statement:
Is the writer presenting a fact or expressing a personal perspective? Would a statement like this appear in a
New Zealand newspaper report?
The writer explains why he attributes the accident to the driver’s tiredness:
Philippe Pignon … vient de raccompagner à Digne-les-Bains des copains avec lesquels il a fait la fête
une bonne partie de la nuit.
Although the article says the driver had been partying with friends, the cause of the accident is attributed to
tiredness, not alcohol:
Le jeune homme, fatigué, commence à s’endormir au volant. This attribution may be at variance with
reader (and student) opinion.
The format of this kind of newspaper article includes: headline; setting the scene; personal details of the
driver who caused the accident; factual summary of the incident; information about the victims; information
about the current state of the road.
The information is presented through the metaphor of 'theatre':
En cette fin de vacances, la route départementale entre Sisteron et Digne-les-Bains a été le théâtre hier
matin d’un terrible accident.
The accident then becomes a drama that is played out scene by scene.
The reporter uses present tense to heighten the drama of the accident:
An acronym appears in the text without explanation:
Le conducteur de la Renault Cinq, dans le coma, a été transporté par l’hélicoptère du SAMU.
Regular readers of the newspaper would be familiar with its meaning. Learners of French need to know that
SAMU stands for Service d’Aide Médicale Urgente, a centralised service that provides emergency medical
assistance to victims of accidents and disasters.
TOP
With your students, research other accident reports in French newspapers and discuss the typical features of
the format. Are such accidents routinely reported in New Zealand newspapers?
Investigate acronyms used in French newspapers, and compare them with the acronyms that are found in
New Zealand newspapers.
What similarities and differences (in both format and content) can be observed in reports of road accidents in
French newspapers and road accidents as reported in your local newspaper? For example, informing the
French reader of the driver’s personal details (name, age, and residence) is consistent with how the 'carte
d’identité' is used in French society for immediate identification.
Example 2: Communicating via Facebook
Il existe plusieurs façons de communiquer avec des anciens amis. De nos jours le site le plus populaire est
Facebook. Personnellement je trouve Facebook indispensable pour rester en contact avec ma famille et mes
amis qui vivent toujours en France. Je peux échanger des photos de vacances et des vidéos avec eux. De plus,
on peut choisir les détails et les informations que l’on veut partager.
[Adapted from a year 12 student’s writing]
TOP
An extract from an opinion piece on 'Facebook as a means of communication'.
Text type
Personal point of view, formal. Productive.
TOP
The writer introduces the topic with a general statement, then narrows the focus to a particular website:
Il existe plusieurs façons de communiquer avec des anciens amis. De nos jours le site le plus populaire
est Facebook.
The writer is able to develop and share personal perspectives:
Personnellement je trouve Facebook indispensable pour rester en contact avec ma famille et mes amis
qui vivent toujours en France.
The text increases in complexity through its use of on. In this way the writer moves beyond expressing
personal opinions and actions to describe in more objective language an advantage which is available to
everyone:
De plus, on peut choisir les détails et les informations que l’on veut partager.
The statement, De nos jours le site le plus populaire est Facebook, summarises a popular viewpoint.
It is over to the reader who engages with the text to consider the writer’s opinions and explore their own
views.
The writer shares opinions, offering perspectives that could be advantageous to the reader:
The writer justifies the opinion that Facebook is essential by stating particular benefits:
rester en contact avec ma famille et mes amis, échanger des photos de vacances et des videos.
The writer appears to take into account those who express concerns about the kinds of information that
appear on Facebook by switching from 'I' statements to the use of on:
By using this technique, the writer introduces a level of objectivity into their description of the advantages of
using Facebook, and directly acknowledges and addresses, known concerns.
The extract contains extended text relevant to the topic. The five sentences differ in length, structure and
purpose.
The ideas are arranged logically, with the topic introduced in the first sentence.
purposes
The written text has a topic sentence and supporting sentences with examples.
The switch from 'I' statements to the use of on is used to persuasively address concerns that some readers
may have with Facebook as a social networking site.
TOP
Is Facebook a phenomenon in French societies? If so, who is using Facebook, and why? Your students could
investigate their own use of Facebook, and how Facebook is used in a particular French society by people of
the same age, noting similarities and differences. Then explore with your students how these similarities and
differences relate to practices and values in different cultures. Would your students communicate differently
with French speakers on Facebook (or other social networking sites) as a result? In what ways?
Example 3: Lunchtime conversation with host mother
Madame Bricier — Quels sont les plats typiquement néo-zélandais?
Damien — Ah, je ne suis pas certain. Un moment, je réfléchis. Je ne connais pas de plats typiques en
Nouvelle-Zélande comme en France. Peut-être les desserts comme la pavlova, vous connaissez la pavlova?
Madame Bricier — Non, qu’est-ce que c’est?
Damien — C’est une meringue. Oui, c’est bon vu que c’est sucré. À mon avis c’est le meilleur dessert en
Nouvelle-Zélande.
Madame Bricier — Ça a l’air bon. Je suis sûre que j’aimerais, et vous avez d’autres plats ?
Damien — Euh, un moment je cherche un autre exemple. Le hangi, c’est un plat mori. Oui, je
recommanderais le hangi. Vous ne le connaissez pas en France, c’est typique de la Nouvelle-Zélande. Je ne
sais pas comment expliquer le hangi.
Madame Bricier — C’est un plat avec de la viande?
Damien — Oui, c’est ça. Il y a de la viande et des légumes comme les kumaras et on le fait cuire dans la
terre. Est-ce que tu comprends ce que je dis?
TOP
Damien, a New Zealand exchange student who has recently arrived in France, and his host mother, Madame
Bricier, discuss New Zealand food over lunch.
Text type
Conversation, semi-formal. Interactive.
TOP
Following his host mother’s enquiry:
Quels sont les plats typiquement néo-zélandais?
Damien attempts to describe specific dishes and how these are prepared, for example:
Il y a de la viande et des légumes comme les kumaras et on le fait cuire dans la terre.
Damien’s reflects on the response he will give to Madame Bricier’s question. He uses a hesitation marker,
and explains his hesitation:
Euh, un moment je cherche un autre exemple.
There is clear evidence in the text that Damien has not yet internalised the tu/vous distinction in his spoken
output. At first he uses vous to address his host mother:
vous connaissez la pavlova? At the end of the conversation we note he switches to the tu form of the
pronoun: Est-ce que tu comprends ce que j’ai dit?
pronunciation, intonation, rhythm patterns, delivery speed, audibility, and stress patterns have a bearing on
the overall effectiveness of the communication and must also be taken into consideration.
Damien asks a question to explore his host mother’s prior knowledge:
Vous connaissez la pavlova?
He checks the effectiveness of his communication by asking a specific question to that effect:
Est-ce que tu comprends ce que je dis?
He acknowledges his difficulty in responding to his host mother’s question:
Je ne sais pas comment expliquer le hangi.
This acknowledgement serves as an invitation to his host mother to give her view by offering a suggestion:
C’est un plat avec de la viande?
Damien clearly expresses a personal opinion:
À mon avis, c’est le meilleur dessert.
He also expresses his uncertainty:
Ah, je ne suis pas certain.
Damien provides an explanation for a personal opinion:
C’est bon vu que c’est sucré.
Damien is possibly challenged to reflect on his own identity as a New Zealander when he chooses the
example of hangi as typical New Zealand food. The text illustrates his underlying thought processes when,
after a period of reflection, he offers le hangi as the example, explains it, then positively reinforces his choice
of example:
Le hangi, c’est un plat mori. Oui, je recommanderais le hangi.
Madame Bricier is supportive of Damien’s efforts to describe typical New Zealand dishes when she replies:
Ça a l’air bon. Je suis sûre que j’aimerais, et vous avez d’autres plats?
This encouragement helps Damien as he struggles to find appropriate responses to her inital question:
He obviously finds the question challenging.
Some who engage with this text may be challenged by the items that Damien proposes as typical of New
Zealand. Others may support his choices, or have a range of opinions.
Damien negotiates meaning and prepares to give more explanation:
Est-ce que tu comprends ce que j’ai dit?
He admits a difficulty:
Je ne sais pas comment expliquer le hangi.
This admission acts as an invitation to Madame Bricier to step in to sustain the interaction. She responds by
asking a question:
C’est un plat avec de la viande?
Damien engages in sustained interaction. He offers an example, reflects on the example offered, accepts it,
then explains its uniqueness:
Le hangi, c’est un plat mori. Oui, je recommanderais le hangi. Vous ne le connaissez pas en France,
c’est typique de la Nouvelle-Zélande.
purposes
Damien uses appropriate conversational conventions to keep the dialogue going. For example, he makes
explicit mention of pausing to give him time to reflect:
un moment, je cherche un autre exemple; Un moment, je réfléchis.
At another time the Euh in the text is a hesitation marker to signify the sound he makes while pausing to
reflect.
The text illustrates the use of questions to sustain interaction. The questions are used to connect with the
other person and check their prior knowledge, for example:
Vous connaissez la pavlova? or their understanding of what is being said, for example: Est-ce que tu
comprends ce que je dis?
The appropriate use of the tu and vous forms to address others is a key feature of conversational French.
Madame Bricier clearly uses the vous form when she talks to Damien, although this is not evidenced until
mid-way through the conversation:
… et vous avez d’autres plats? Damien may have been more focused on maintaining the conversation
when he inadvertently switches to using the tu form: Est-ce que tu comprends ce que je dis?
His use of tu in this instance shows that he has not yet completely internalised the tu/vous distinction when
speaking.
Damien clearly find himself in an 'intercultural' space during this dialogue when he is challenged by his host
mother’s question:
He reflects on French culture and relates it to his own culture:
Je ne connais pas de plats typiques en Nouvelle-Zélande comme en France. Peut-être les desserts
comme la pavlova, vous connaissez la pavlova?
During the rest of the interaction, we can see him constructing his personal meanings of particular aspects of
New Zealand culture, for example:
Euh, un moment je cherche un autre exemple. Le hangi, c’est un plat mori. Oui, je recommanderais le
hangi.
TOP
In the intercultural space in which he finds himself, Damien is confronted with his own identity as a New
Zealander and reflects on practices across cultures, identifying some differences in food and food preparation
associated with France and New Zealand.
Explore with your students how they might react to the same question in that situation. What would be the
foods they would choose, why would they choose them, and how would they describe them? How would
they feel? What connections could they make to foods in a specific French culture?
Explore with your students other situations and their reactions, for example, in response to the question:
Quels sont les sports typiquement néo-zélandais?
Example 1: Students discuss a prospective exchange
Harriet — Sag mal, gehst du auch Ende des Jahres auf den Austausch nach Hessen?
Christopher — Ich glaube schon. Hast du dich denn schon beworben?
Harriet — Nein, mein Papa muss noch das Formular unterschreiben und er ist sich noch nicht sicher. Er sagt,
ich bin noch zu jung.
Christopher — Aber im Dezember wirst du doch schon 16 Jahre alt. Ich habe mein Formular mit. Es wäre
schön, wenn du auch kommen könntest.
Harriet — Ja, ich würde gerne kommen aber ich habe auch ein bisschen Angst.
Christopher — Das kann ich verstehen. Ich frage mich auch, wie meine Gastfamilie sein wird.
Harriet — Und das Essen, und wenn ich krank werde und nicht erklären kann, was los ist.
Christopher — Dann rufst du die Begleitperson an oder fragst deine Austauschpartnerin. In Deutschland
fängt man viel früher an, Englisch zu lernen.
Harriet — Da hast du Recht. Ich hoffe, ich werde mich gut mit meiner Austauschpartnerin verstehen.
Christopher — Aha, du willst also doch mitkommen?
Harriet — Natürlich! Ich muss nur meinen Papa überreden.
Christopher — Na dann, geh nach Hause und sprich mit ihm. Weisst du was? Ich komme mit und helfe dir?
Harriet — Vielen Dank, das wäre toll! Wir könnten ihm das Poster von unserem Frankfurt Projekt zeigen.
Christopher — Ja, und die Informationen über die Schule.
Harriet — Und meine Mama würde sich so über Besuch aus Deutschland freuen.
Christopher — Dein Papa hat keine Chance gegen dich, deine Mama und mich!
Harriet — Vielen Dank Christopher. Jetzt freue ich mich auf den Austausch!
TOP
Two learners of German in New Zealand are keen to try out their German as they discuss a prospective
exchange to Germany.
Text type
TOP
A prospective exchange offers a potentially new (authentic or simulated) context for speaking the target
language. At this stage, Harriet and Christopher are expressing their hopes and concerns:
Ich frage mich auch, wie meine Gastfamilie sein wird.
Acquired knowledge can be useful and reassuring:
In Deutschland fängt man viel früher an, Englisch zu lernen/ Frankfurt liegt in Hessen.
Harriet is convinced by Christopher’s reasoning and resolves to commit to the exchange, but she needs to
convince her parents, especially her father:
Natürlich! Ich muss nur meinen Papa überreden.
This text type gives students the opportunity to use features of spoken language, for example, colloquialisms:
sag mal, and Partikelwörter: Ich glaube schon.
The text illustrates the use of a range of verb forms to express different ideas:
Es wäre schön, wenn; Geh ... und sprich ...
The two speakers express their own perspectives and become involved in those of the other person, for
example:
Das kann ich verstehen. Ich frage mich auch, wie meine Gastfamilie sein wird.
Harriet expresses her feelings:
Ja, ich würde gerne kommen aber ich habe auch ein bisschen Angst.
Christopher responds to Harriet with empathy, and reveals his own uncertainties about going on exchange:
Christopher proposes a solution to Harriet’s concerns and justifies it:
Dann rufst du die Begleitperson an oder fragst deine Austauschpartnerin. In Deutschland fängt man
viel früher an, Englisch zu lernen.
Harriet justifies her decision to confront her father with Christopher’s support:
Vielen Dank, das wäre toll! Wir könnten ihm das Poster von unserem Frankfurt Projekt zeigen.
She provides further justification by assuming a positive response from her mother:
Und meine Mama würde sich so über Besuch aus Deutschland freuen.
Christopher is supportive when Harriet expresses her anxieties about going on exchange:
Christopher challenges Harriet’s stance:
Aber im Dezember wirst du doch schon 16 Jahre alt.
At the end of the conversation Harriet is convinced by Christopher’s reasoning and is set to challenge her
father’s decision. She accepts Christopher’s offer of support:
Vielen Dank, das wäre toll!
Harriet’s need to find ways to persuade her father that she is not too young to go on the exchange is an aspect
of the brief that helps sustain the interaction.
Harriet reveals her anxieties about going on exchange and produces extended text:
Und das Essen, und wenn ich krank werde und nicht erklären kann, was los ist.
purposes
The text illustrates the use of 'Partikelkwörter' to clarify, modify or emphasise. Where an English speaker
might use tone of voice, a German speaker will often add a word, for example, 'doch, schon, ja, eben', and
often maintain the normal rhythm and tone. For example, 'Aha, du willst also doch mitkommen?'
The speakers converse using the 'du' form. This indicates the closeness of their relationship as fellow
students:
Dein Papa hat keine Chance gegen dich, deine Mama und mich!
The language in the text includes forms of expression typical of spoken interaction in informal contexts:
Sag mal... Weisst du was?
TOP
Explore the pathways that exist for learning and using languages in German-speaking environments and in
New Zealand. What role does the education system have? What are the advantages of student exchanges?
And the disadvantages?
Discuss aspects of exchanges with (German-speaking) exchange students currently in your school. What are
their experiences? What comparisons and connections do their experiences of New Zealand culture enable
them to make with their own culture(s)? How do their exchange experiences help them to communicate
interculturally with their host families and friends?
Example 2: Famous person: Who am I?
Seine Sportart macht er schon lange nicht mehr, aber noch heute kennt ihn fast jeder. Er ist in der Nähe von
Graz in Österreich geboren. Mit 15 Jahren hat er mit dem Krafttraining angefangen, weil er ein groer
Bodybuilder werden und nach Amerika gehen wollte. Mit 20 Jahren war er Mr Universum. Er hat 12
Weltmeistertitel gewonnen und in vielen Hollywoodfilmen gespielt. Dann wurde er Politiker und Gouverneur
in Kalifornien. Er hat vier Kinder und drei Hunde. Eine seiner groen Filmrollen war der Terminator.
[Arnold Schwarzenegger]
Seine Karriere hat in Kerpen (Nordrhein-Westfalen) begonnnen. Zwischen 1991 und 2004 hat er sieben
Weltmeistertitel gewonnen und deshalb 2002 den Titel Weltsportler des Jahres und 2004 Weltsportler des
Jahrhunderts bekommen. Er ist sozial sehr engagiert und unterstützt Projekte für Kinder in der ganzen Welt.
Seit 2002 ist er auch Sonderbotschafter der UNESCO. Er hat 91 Rennen gewonnen. Nach einer längeren
Pause sa er 2010 wieder hinter dem Steuerrad und ist bis jetzt eine Saison für Mercedes gefahren. Er gilt
noch heute als der beste Formel-1-Fahrer aller Zeiten.
[Michael Schumacher]
TOP
Students research a well-known German-speaking personality and write a short text describing the person
and outlining their career. Others try to guess the personality.
Text type
Expository. Productive.
TOP
The writer has researched their chosen personality, extracting information from authentic texts in German in
order to produce a description of that personality in language that can be understood by their peers.
The writer uses a mix of simple structures, 'Er hat vier Kinder und drei Hunde', and sentences of greater
complexity:
Mit 15 Jahren hat er mit dem Krafttraining angefangen, weil er ein groer Bodybuilder werden und nach
Amerika gehen wollte.
The focus of the text is on information:
Seine Karriere hat in Kerpen (Nordrhein-Westfalen) begonnnen.
Should this text be delivered orally, then spoken features such as pronunciation, intonation, rhythm patterns,
delivery speed, audibility, and stress patterns have a bearing on the overall effectiveness of the
communication and must also be taken into consideration.
The writer learns about the well-known person and how others perceive them through their own research as
they prepare their texts.
The descriptions offer factual information, arranged in such a way that the facts become clues which
challenge others to detect and name the personality at any point.
The writer uses their own 'voice' to produce texts from information they have researched.
They craft text and sequence their information to provide a challenge for others.
The writer shapes the text by choosing which information to present, and in which order. The statement
'Seine Sportart macht er schon lange nicht mehr, aber noch heute kennt ihn fast jeder' is justified through the
information that follows.
The writer extracts and summarises information presented by others. Since the texts are limited to a
collection of known facts, the information supports the ideas of others.
The deliberate crafting and sequencing of the information challenges others to engage with the text and work
out who is being described:
Seine Karriere hat in Kerpen (Nordrhein-Westfalen) begonnnen.
The writer extends the text by producing a succession of facts about the personality they are describing.
The problem-solving nature of the texts invites others to engage with the information in ways that sustain
their interaction with the text:
Er ist in der Nähe von Graz in Österreich geboren.
purposes
Creating a problem-solving text requires thought about the structuring and sequencing of the information to
be presented so that it presents a challenge to the listener or reader.
The text in this activity is limited to factual material, so the tone is neutral.
TOP
Students research current celebrities from German-speaking backgrounds. Explore why these people are
famous. What have they achieved that makes them so special? Make connections and comparisons with
well-known New Zealanders – do they display the same kinds of attributes?
Investigate similarities and differences between New Zealand and German-speaking societies in terms of who
they honour as celebrities. What do these similarities and differences reveal about the values of the two
societies?
Example 3: Youth radio
Glossary
Sendung — (radio) programme
Boden — ground
Waffe — weapon
Messer — knife
Geschmolzen — melted
Herz — heart
Radiomoderator — Guten Morgen liebe Schülerinnen und Schüler. Herzlich Willkommen zu unserer
Sendung: Was ist passiert? Hier ist die Situation: Romeo und Julia liegen tot auf dem Boden. Der Boden ist
nass und um sie herum liegen Glasstücke. Was ist passiert? Ruft an mit euren Ideen.
Anrufer 1 — Also, Romeo und Julia sind ermordet worden ... Die Waffe war ein scharfes Messer aus Eis.
Jetzt sind sie tot und das Messer ist geschmolzen.
Radiomoderator — Und woher kommt das zerbrochene Glas?
Anrufer 1 — Äääääähm … vielleicht hatten sie gerade zusammen Wein getrunken, und die Flasche ist
runtergefallen …
Radiomoderator — Vielen Dank für deinen Vorschlag. Jetzt kommt unsere nächste Anruferin.
Anruferin 2 — Ich glaube, das Wasser ist kein Wasser, sondern Gift. Romeo und Julia haben sich gegenseitig
vergiftet und als sie gestorben sind, ist die Flasche mit dem Gift runtergefallen und zerbrochen.
Radiomoderator — Das muss eine groe Flasche Gift gewesen sein. Hier ist unser nächster Anrufer.
Anrufer 3 — Der Boden ist nass, weil Julia so viel geweint hat. Romeo wollte Julia retten und musste
deswegen das Fenster zerschlagen, um zu ihr zu kommen. Als er merkt, dass er zu spät gekommen ist, weint
er bitterlich, deswegen ist der Boden nass.
Radiomoderator — Und woran stirbt Romeo?
Anrufer 3 — An einem gebrochenen Herzen natürlich.
Radiomoderator — Vielen Dank für diese romantische Version. Und hier ist unsere Lösung: Romeo und
Julia sind Goldfische. Bei einem Erdbeben ist ihr Goldfischglas runtergefallen und zerbrochen. Daher das
Glas, der nasse Boden und die zwei toten Körper. Und morgen ist eure Kreativität wieder gefragt. Bis dann,
tschüss.
TOP
Youth radio.
Text type
Spoken interaction, semi-formal. Receptive.
TOP
The format is a radio callback show where listeners are invited to find an explanation for a strange situation.
Both the format and situation allow for creative and unusual content and language, with the flexibility to
remain at an appropriate language level.
It is important to remember that this is spoken interaction. Therefore, spoken features such as pronunciation,
intonation, rhythm patterns, delivery speed, audibility, and stress patterns have a bearing on the overall
effectiveness of the communication and must also be taken into consideration.
How the speaker explores the views of others
The radio host describes a situation and invites listeners to call in with a solution:
Ruft an mit euren Ideen.
By posing this challenge, an invitation is also made to the reader/listener to engage with the problem and
provide their own solution.
The radio host terminates one call and turns to explore the view of the next caller:
Vielen Dank für deinen Vorschlag. Jetzt kommt unsere nächste Anruferin.
How the speakers develop and share personal perspectives
The second caller shares her view when she offers a solution to the stated problem:
Ich glaube, das Wasser ist kein Wasser, sondern Gift.
How the speakers justify their own ideas and opinions
The third caller explains the proposition he puts forward:
Als er merkt, dass er zu spät gekommen ist, weint er bitterlich, deswegen ist der Boden nass.
The second caller elaborates on her proposed solution:
Romeo und Julia haben sich gegenseitig vergiftet und als sie gestorben sind, ist die Flasche mit dem
Gift runtergefallen und zerbrochen.
How the speakers support or challenge the ideas and opinions of others
The radio host challenges a proposed solution:
Das muss eine groe Flasche Gift gewesen sein.
Because they offer different solutions, by implication the callers challenge the proposed solutions of previous
callers.
While the radio show host uses the familiar form in addressing one caller, 'Vielen Dank für deinen
Vorschlag', this use is limited. Consistent with callback radio style, mostly the third person is used when
referring to the next caller to avoid addressing the person directly:
Jetzt kommt unsere nächste Anruferin.
He uses formulaic expressions typical of this kind of programme, especially when opening the programme:
Guten Morgen liebe Schülerinnen und Schüler. Herzlich Willkommen zu unserer Sendung.
Through the words the radio show host uses in his greeting we learn who the intended audience is:
Schülerinnen und Schüler.
He adapts his language to his audience of school children, for example, he uses an informal expression when
he closes the show:
Bis dann, tschüss.
TOP
Explore the role of different media in German and New Zealand society. Investigate to what extent listeners
and viewers can and do participate in particular media programmes in these societies. What topics and
themes are prioritised? What similarities and differences can students notice?
Explore what kinds of language learners of German would need to know if they were to have the opportunity
to participate in a German radio talkback programme or any other kind of live radio show.
Example 1: Conversation about visit to Japan
— ()
—
—(
— ()
()
— ()
—
— ()()
— ()
TOP
Two students have just returned from their holidays and are discussing what they have been up to. Sarah has
been to Japan and is talking to her Japanese friend, Akemi, about her experiences.
Text type
TOP
Sarah uses the plain form as she is informally talking with a friend. Even in casual conversation, the girls
have to use ending particles sometimes, for example, and This is to avoid being thought careless in their use
of language or to avoid using language that only male speakers would normally use.
Sarah uses a relative clause naturally in the conversation to express an opinion or idea, rather than breaking it
down into two sentences:
()
By asking questions, () Akemi prompts Sarah to think about how shopping in Japan is different from
shopping in New Zealand.
By exploring Akemi’s view instead of simply making a judgment on what she has seen, Sarah develops a
better understanding of Japanese culture:
By asking questions, Akemi prompts Sarah to think about how shopping in Japan is different from shopping
in New Zealand. Sarah notes the fresh fish on sale at the markets – fish that will be sent to fish shops and
supermarkets:
()
Akemi offers her particular perspective on cultural practices:
()
Her comment about the importance of food being fresh in Japan leads to a discussion about how New
Zealanders and Japanese shop differently. By exploring Akemi’s view instead of simply making a judgment
on what she has seen, Sarah develops a better understanding of Japanese culture:
Sarah notes the reason for baskets on the front of bikes in Japan:
(
The use of and shows Sarah beginning to justify her ideas and opinions.
Sarah risks stereotyping when she makes an implied comparison with New Zealand:
(
This view would challenge Akemi, as not all bikes in Japan have baskets.
Sarah responds with , which is roughly equivalent to 'I see'; in this context it is used to support the other’s
view.
By using the expression Sarah indicates that she is reflecting on what is being said.
By asking the relatively spontaneous question in response to something Akemi has said, Sarah is beginning
to engage in sustained interaction.
Sarah responds with because she now understands why supermarket trolleys in Japan are smaller than
supermarket trolleys in New Zealand.
purposes
The text contains conversational features such as:
,
Sarah interprets these features when Akemi uses them, and uses some in her responses:
Note that Sarah uses in the sentence: is often used to indicate the skills needed for a performance (for
example, dance or piano). In this context, either or would be more suitable.
Sarah adjusts her language by using nominalisation to reply to a question:
Note the crucial difference between the katakana for trolley bus () and supermarket trolley ().
TOP
Explore shopping practices in Japan. How are habits changing? For example, to what extent do people in
Japan engage in Internet shopping? What does the produce section in a Japanese supermarket look like
compared with in New Zealand? (Pieces of fruit such as apples are often wrapped individually, for example.)
Compare and contrast different aspects of shopping in Japan and New Zealand.
A bike with a shopping basket is referred to as a or 'mother’s bike'. Consider this colloquialism, and other
similar expressions, and explore what they reveal about particular cultural roles and practices in Japanese
society. How are these roles changing over time? How are they reflected in contemporary written and visual
texts?
Example 2: School yearbook article
- () () ()
()
TOP
Sara has been asked by the school she visited in Japan to write an article for the yearbook about her time
there.
Text type
Extract from an article. Productive.
TOP
Sarah knows to use the polite register in this situation. It is seen in her use of , and her choice of expressions,
for example:
Note, however, that the expression is more often used in letters of thanks to individuals, and is less
appropriate in a yearbook entry.
Sarah uses the expression , which is unnecessary in the context.
Sarah’s use of shows a development and a change in perspective.
Sarah clarifies the kind of perspective she is giving:
()
Sarah justifies her opinion by citing an example:
Sarah shows her support for the timetable used in Japanese schools:
The text illustrates the use of formulaic expressions such as , and to develop and support ideas.
There is evidence of an extended sentence pattern to elaborate on ideas:
Sarah uses the … … pattern to produce extended text:
() ()
purposes
The text contains the more formal language appropriate to written texts. For example, Sarah uses rather than
, given that the article is for publication and not private correspondence. Although sounds private, it is a
polite form and acceptable for use in this context. But in this text type, is more commonly used.
is more formal than and is appropriate to written texts.
TOP
Investigate how Japanese schools are organised compared with New Zealand schools, and attitudes towards
education. How are the timetables of primary, junior, and senior schools organised in Japan? How do New
Zealand schools structure the day? In Japanese high schools, 50-minute periods are typically followed by
10-minute breaks. What breaks are there between periods in New Zealand schools? What differences might
students from Japan notice if studying in a New Zealand school? How might students apply this knowledge
when making meaning of written texts in Japanese about education?
Example 3: Email from Japanese host sister
()
() BBQ() BBQ
()
TOP
An email to Sara from her host sister, Akemi, in Japan.
Text type
Informal written communication. Receptive.
TOP
Akemi expresses an opinion, for example:
()
She uses to express wishes for something beyond the immediate context.
She uses a relative clause construction to combine sentences:
Akemi wants to try and do something new after having been exposed to a different way of doing things:
BBQ
Akemi refers to Sara’s time in Japan and compares barbecuing in Japan and New Zealand. She understands
that you cannot do karaoke or light fires in some parks because it would annoy others.
One of functions of is to show reasons. So, in the sentence, (), it is clear why Akemi thinks the cherry
blossom season is the most beautiful season.
Akemi’s reference to cherry blossoms reinforces the high regard that Japanese have for cherry blossom
viewing. One could almost say that this is a national obsession. The cherry blossom season is so important in
Japanese culture that weather forecasts track the blossoming and predict the best time for viewing in each
area.
Akemi follows letter/email writing conventions by starting with a reference to the seasons. In this way she
demonstrates the high regard Japanese people have for nature:
.
TOP
Compare having a barbecue in different cultures – how do these different ways show hospitality and respect?
Investigate the culture of and how this relationship with nature is reflected in Japanese society. For example,
in haiku, kigo are used, which can be things related to that season, such as flowers, trees, fruits, vegetables,
animals, birds, insects, weather, or events. Many festivals are associated with the seasons. Make comparisons
and connections with known cultures, and explore the underlying values.
Investigate the importance of club friendships at school. Compare these with the relationships New Zealand
students form with the other members of their sports teams, cultural groups, or the cast of a drama or musical.
Example 1: Letter concerning the environment
Recientemente me he dado cuenta de la cantidad de basura que hay por todo el colegio. He pensado bastante
sobre ello y les escribo para compartir algunas de mis ideas con ustedes. Con respecto a la basura creo que
deberíamos crear un sistema más efectivo de reciclaje. Por ejemplo, en lugar de tener únicamente dos
contenedores en el patio, pienso que sería buena idea colocar dos tipos de contenedores en cada bloque; uno
para el papel y otro para el plástico. De esta forma, será más probable que los estudiantes los utilicemos en
vez de tirar la basura en cualquier lugar. Me gustaría saber lo que piensan sobre este asunto.
TOP
Tom, a year 12 student, has recently arrived in Argentina on exchange and writes a letter to the school
council concerning the rubbish around the school.
Text type
Formal letter (extract). Productive.
TOP
Tom uses some complex sentence structures, including sequence sentences such as:
será más probable que.
He uses a variety of tenses,'conditional sería', to express future consequences:
será más probable que;
subjunctive to indicate probability but lack of certainty:
será más probable que los estudiantes los utilicemos en vez de tirar la basura en cualquier lugar.
He uses a range of linking words and expressions:
Con respecto a; por ejemplo; de esta forma.
Tom uses 'me gustaría saber' to enquire into the opinions of others.
He uses phrases such as 'creo que' and 'pienso que' to indicate a personal perspective. This serves to invite
readers to explore their own views in relation to the topic under discussion: do they agree or disagree with the
writer’s opinions?
He gives advice in the sentence beginning:
Por ejemplo …
He invites a response from council members:
Me gustaría saber lo que piensan sobre este asunto.
The student announces his intention to share a view that he has formed over time:
He pensado bastante sobre ello y les escribo para compartir algunas de mis ideas con ustedes.
He expresses a personal opinion:
creo que deberíamos crear un sistema más efectivo de reciclaje.
Tom begins by stating the problem so as to provide a foundation for the solutions he will propose:
Recientemente me he dado cuenta de la cantidad de basura que hay por todo el colegio.
He justifies his ideas by giving reasons:
De esta forma, será más probable que los estudiantes los utilicemos en vez de tirar la basura en
cualquier lugar.
The student challenges the council to think about the issue of rubbish around the school:
Con respecto a la basura creo que deberíamos crear un sistema más efectivo de reciclaje.
To challenge the council, he explicitly describes the problem based on his own observations:
Recientemente me he dado cuenta de la cantidad de basura que hay por todo el colegio.
He challenges the council to reply:
Me gustaría saber lo que piensan sobre este asunto.
Tom goes to some length to offer his solutions to the rubbish problem:
En lugar de tener únicamente dos contenedores en el patio, pienso que sería buena idea colocar dos
tipos de contenedores en cada bloque; uno para el papel y otro para el plástico.
He uses linking expressions, for example 'de esta forma', to add further information.
purposes
Tom uses the formal or polite pronoun (ustedes) to address his readers, given that this is a formal letter:
les escribo para compartir algunas de mis ideas con ustedes.
While this text could be classified as a letter of complaint, the tone is polite and considerate. Not only does
Tom state the problem and relate it to his own observations, he also explains that he has reflected on the
issues before taking action to write to the council with his proposed solution. Letters of complaint vary in
tone and politeness.
TOP
Explore and compare how school issues such as this are resolved in New Zealand and in Hispanic countries.
Compare student roles and responsibilities in schools in New Zealand and in a Hispanic country.
Example 2: Web page on glacial melting
El parque nacional Los Glaciares, en el sur de Argentina, mide 7.240 kilómetros cuadrados. Sus glaciares, 47
en total, son los más grandes del mundo, a excepción de los de la Antártida.
En los últimos años, estos glaciares han estado disminuyendo en tamaño. Las sociedades medioambientales y
la comunidad científica opinan que esto es debido al cambio climático: el hielo se derrite por el
calentamiento global, o sea, el aumento de temperatura en la tierra.
Si los glaciares se siguen derritiendo, el nivel del mar aumentará y habrá inundaciones terribles. Es posible
que muchas poblaciones costeras desaparezcan.
TOP
An extract from a Greenpeace web page.
Text type
Internet article. Receptive.
TOP
The text involves facts and figures, for example:
mide 7.240 kilómetros cuadrados.
The same idea is expressed in different ways:
el hielo se derrite por el calentamiento global, o sea, el aumento de temperatura en la tierra.
The text presents an authoritative view concerning the reasons for glacial melting:
Las sociedades medioambientales y la comunidad científica opinan que esto es debido al cambio
climático.
The text exposes the problem of glacial melting and details the consequences if no-one addresses the issue,
for example:
Es posible que muchas poblaciones costeras desaparezcan.
'Es posible que' is used to signal a prediction.
The writer summarises known information that is relevant to the problem:
En los últimos años, estos glaciares están disminuyendo en tamaño.
The writer identifies the sources of the views expressed:
climático.
The writer presents authoritative views and then offers a personal perspective:
Si los glaciares se siguen derritiendo, el nivel del mar aumentará y habrá inundaciones terribles.
The writer cites authorities that link climate change with rising sea levels and the retreat of glaciers:
climático.
The writer describes a problem (ice melting) and suggests a straightforward explanation:
el hielo se derrite por el calentamiento global, o sea, el aumento de temperatura en la tierra.
The writer supports the views of environmental organisations who are concerned that climate change/global
warming is the culprit:
climático: el hielo se derrite por el calentamiento global, o sea, el aumento de temperatura en la tierra.
The writer challenges the reader by describing the consequences of failing to address the issue:
el nivel del mar aumentará y habrá inundaciones terribles.
The writer uses the subjunctive to express hypothetical situations:
Es posible que muchas poblaciones costeras desaparezcan.
Uses the future tense to show what the writer believes will happen in the future if the issue is not addressed:
el nivel del mar aumentará y habrá inundaciones terribles.
The writer uses persuasive means such as to appealing to the emotions and to fear to provoke a response from
readers; for example:
y habrá inundaciones terribles.
The writing of numbers follows cultural conventions. For example, in the phrase 'mide 7.240 kilómetros
cuadrados', a point is used where a comma would be used in English (7,240). In Spanish, a comma is a
decimal point.
TOP
Find out what environmental issues are currently facing Argentina and New Zealand. In what ways are they
similar/different? Investigate the attitudes people have towards these issues.
Explore and compare how numbers are expressed in Spanish, English, and other languages.
Example 3: How to protect the environment?
Cameron — ¿Reciclas la basura?
Charlie — Suelo reciclar botellas pero no siempre recuerdo hacerlo. Y tú ¿haces algo o no?
Cameron — Pues, la verdad es que yo no reciclo nada. Estoy en contra porque me parece una pérdida de
tiempo.
Charlie — ¡No te creo! Seguro que haces algo sin darte cuenta. Vamos a ver … Dime … ¿Apagas las luces
cuando sales de una habitación?
Cameron — La verdad es que sí, tienes razón. Lo hago por inercia. Mi madre siempre me lo recuerda. Me
interesa saber qué otras cosas haces tú para cuidar el medio ambiente. Por ejemplo ¿Cómo vas al cole?
Charlie — Nunca cojo el coche, siempre voy andando o en bici. Sin embargo, siempre que llueve o me
levanto tarde, lo que ocurre muy a menudo últimamente, voy en autobús. Soy ecologista pero no me gusta
mojarme.
TOP
Classmates Cameron and Charlie have been asked to talk to each other in Spanish about what they are doing
to protect the environment.
Text type
TOP
Cameron opens the conversation with a question that sets the topic and invites a response:
¿Reciclas la basura?
Cameron expresses a negative view of measures designed to protect the environment:
Estoy en contra porque me parece una pérdida de tiempo.
Charlie is actively involved in protecting the environment, and uses definite language to give an example of
this:
Nunca cojo el coche, siempre voy andando o en bici.
He hastens to add that, when personal inconvenience threatens, he modifies his stance – thereby creating
extended text:
Sin embargo, siempre que llueve o me levanto tarde, lo que ocurre muy a menudo últimamente, voy en
autobús. Soy ecologista pero no me gusta mojarme.
Cameron supports his view with a straightforward reason:
Charlie extends his contribution by increasing the complexity of sentence structure:
autobús.
Cameron and Charlie ask each other relatively spontaneous questions about everyday matters:
¿Reciclas la basura? and Dime … ¿Apagas las luces cuando sales de una habitación?
Cameron invites Charlie to talk about what he does to protect the environment:
Me interesa saber qué otras cosas haces tú para cuidar el medio ambiente.
Cameron expresses an honest view of his own actions and explains why:
Pues, la verdad es que yo no reciclo nada. Estoy en contra porque me parece una pérdida de tiempo.
Charlie asks a question to enable the sharing of perspectives:
¿Apagas las luces cuando sales de una habitación?
He shares a personal perspective and response in terms of actions:
Suelo reciclar botellas pero no siempre recuerdo hacerlo.
Charlie defends his position with a straightforward explanation:
Pues, la verdad es que yo no reciclo nada. Estoy en contra porque me parece una pérdida de tiempo.
He justifies the limits he places on what actions he will undertake:
Soy ecologista pero no me gusta mojarme.
Cameron explains why he turns lights off when he leaves the room:
Mi madre siempre me lo recuerda.
Cameron directly challenges Charlie’s view:
Charlie challenges Cameron and invites a response:
¡No te creo! Seguro que haces algo sin darte cuenta.
Both speakers keep the conversation going by challenging what the other says and inviting a response:
¡No te creo! Seguro que haces algo sin darte cuenta.
Charlie extends text through the use of appropriate linking expressions:
autobús.
Both speakers use fillers such as:
Vamos a ver … Dime to sustain the interaction.
purposes
Both speakers use colloquial and informal phrases, which suggests they have a close relationship:
¡No te creo!, Dime. ¿Cómo vas al cole? O en bici.
Charlie uses abbreviated words, as is typical of informal conversations:
cole (colegio), bici (bicicleta).
The speakers address each other using the familiar pronoun form 'tú', which indicates a close relationship.
The speakers clearly have a close, friendly relationship, which means they can challenge each other directly
without needing to use the more polite forms of the language. See, for example, Charlie:
¡No te creo!
TOP
Compare the use of fillers in Spanish (for example, 'pues, vamos a ver') and in English.
Find out how interested your students are in environmental issues and get them to compare their level of
interest with that of young people in Hispanic countries.
Investigate what environmental issues are of concern in Hispanic societies, and compare these with the issues
that concern New Zealanders.
Example 1: Maintaining te reo Mori Kki 'irani
Te Reo Kki irani Auraka Kia Ngaro
Kia orna ktou ktoatoa tei mtupuru mai ‘i tia r ki raro ‘i te marumaru tia ngutu ‘are. Kia ‘akameitaki ‘ia te
Atua n tia tika ‘anga mnea tei riro ‘ei ‘tiki ‘ia ttou ki te ngi ‘okota ‘i.
Ko Paul tku ingoa. N te ‘api ‘i tuarua Claymore mai au.
Te karanga nei te tumu tpura “Taku Reo ‘Auraka Kia Ngaro”, ‘ea ‘a te ‘ite ‘anga ‘ tia?
Tku tumu manako mua. Ko krua ‘e mm ‘e pp te p ‘pi ‘i nmero ta ‘i roa tu. N krua ‘ ‘akamata ‘i tia ki te kinga.
T ‘anga ‘anga ‘ia t krua kite. ‘Auraka ‘e varenga tuatua papa ‘ ‘ua. ‘pi ‘i ‘ia t krua ‘unga ‘i t ttou reo, ‘ei
‘akaparau ‘anga ri n krua ‘ tta ‘i r. Kua kite au , ‘e mnganui ‘ua atu ri te au metua, kre tkiri tuatua Mori ana
ki t rtou tamariki. ‘E mea tangi tiki.
Te rua. T kite katoa nei au , te karanga nei tta ‘i ppki ‘ia ktou e kre ‘e pu ‘apinga te reo. Kre e rauka mai tta ‘i
ng ‘i ‘anga ‘anga meitaki. I … m e tangata t katau koe ‘i roto i t ‘ou ‘u ‘ori reo, mm ‘ua ikoe ‘i te tmou ‘i tta
‘i reo k atu.
Te maromaro nei au n te mea kua kite ‘ia ‘e te aronga kimikimi , te ngaro atu nei t ttou reo.
TOP
Paul is a year 12 student of Cook Islands Mori heritage, who is learning the language at school. He gives a
speech at the Polyfest about maintaining 'te reo Mori Kki ‘Airani' in New Zealand.
Text type
TOP
Paul uses a formal address to introduce his speech:
Kia orna ktou ktoatoa tei mtupuru mai ‘i tia r ki raro ‘i te marumaru ‘ tia ngutu ‘are.
He uses a mix of different structures to convey information and present his views. For example, simple
sentences:
Ko Paul tku ingoa. N te ‘pi ‘i tuarua Claymore mai au,
and more extended sentences that use a combination of structures; for example:
N te mea ‘e kite ana au , ‘e mnganui ‘ua tu ri te au metua, kre tkiri e tuatua Mori ana ki t rtou tamariki.
This is spoken text, so Paul’s pronunciation, intonation, rhythm patterns, delivery speed, audibility, and stress
patterns will all have a bearing on the overall effectiveness of the communication, and must also be
considered.
Body language and gestures would most likely include shrugging the shoulders and pointing. These will add
significantly to the impact of the delivery.
Paul shows that he identifies with his heritage when he uses the inclusive pronoun ttou (us) at the end of his
speech:
T maromaro nei au n temea kua kite ‘ia ‘e te aronga kimikimi , te ngaro atu nei t ttou reo.
Paul shows that he has understanding of language learning derived from other sources:
I … m ‘e tangata t katau koe ‘i roto ‘i t ‘ou ‘u ‘ori reo, mm ‘ua ikoe ‘i te tmou ‘i tta ‘i reo k atu.
He reminds his audience that not everyone is positively disposed towards maintaining the language:
T kite katoa nei au , te karanga nei tta ‘i ppki ‘ia ktou kre e pu ‘apinga ‘o te reo.
Paul uses evidence to develop his argument:
N te mea e kite ana au .
He shares his personal view with parents in the audience:
Ko krua e mm e pp te p ‘pi ‘i nmero ta ‘i roa tu. N krua ‘ ‘akamata ‘i tia ki te kinga.
Paul justifies this particular gathering:
Kia ‘akameitaki ‘ia te Atua n tia tika ‘anga mnea tei riro ei ‘tiki ‘ia ttou ki te ng ‘i ‘okota ‘i.
He gives reasons to be proud:
Ei ‘akaparau ‘anga ri n krua ‘ tta ‘i r.
He indicates his support for learning the language:
… mm ua ‘i koe ‘i te tmou ‘i tta ‘i reo k atu.
Paul challenges parents in their role as first teachers:
Ko koe e mm e pp te pu ‘api ‘i nmero ta ‘i roa atu.
He uses emotive language to describe his particular feelings:
Te maromaro nei au …
His words will either support or challenge the ideas and opinions of his audience.
He uses research to support an idea:
Te maromaro nei au no te mea kua kite ‘ia ‘e te aronga kimikimi , t ngaro atu nei t ttou reo.
Paul uses a range of tenses to develop his argument from different perspectives; for example:
Te kite katoa nei au (present tense); kua kite ‘ia te aronga kimikimi (past tense); ‘ teta ‘i r (future
tense).
A speech is extended text by definition. By delivering his speech, and accompanying it with appropriate body
language, Paul sustains an interaction with his audience: they construct meaning from what he says and,
depending on their beliefs, are supported or challenged in their views.
Interpreting ways in which the target language is organised in different texts and different purposes
Paul uses structural devices to organise his ideas; for example:
Tku tumu manako mua; Te rua.
His speech is clearly organised in sections: greetings, introduction, statement of topic, paragraphs for points,
conclusion.
He opens his speech and organises his ideas in a culturally appropriate manner.
In his forms of address, he follows the conventions and protocols of speech making in 'te reo Mori Kki ‘irani':
Kia orna ktou ktoatoa tei mtupuru mai ‘i tia r ki raro ‘i te marumaru tia ngutu ‘are. Kia ‘akameitaki ‘ia
te Atua n tia tika ‘anga mnea tei riro ‘ei ‘tiki ‘ia ttou ki te ng ‘i ‘okota ‘i.
He uses devices typical of speech-making; for example, he asks a rhetorical question to stimulate a response
in the minds of his audience and keep them involved in the ideas he is presenting:
Te karanga nei te tumu tpura ‘Taku Reo ‘Auraka Kia Ngaro' ‘ea ‘a te ‘ite ‘anga ‘o tia?
When posing this question, Paul would alter his intonation.
TOP
Students could present on the theme of maintaining 'te reo Mori Kki ‘irani' in New Zealand, using different
text types and for specific audiences. For example, they could create a video presentation, song, or letter to
the editor, or they could participate in a conversation or debate.
To create such texts, what 'te reo Mori Kki ‘irani' language, conventions or protocols would students need to
know and use?
Students could explore different ways of introducing and concluding a speech, for example, by using a chant,
song, or biblical or traditional proverb.
Students could explore the use of possible stimulus material, for example, traditional instruments (ukulele,
wooden drums, bongo, etc), crafts (fans, mats, baskets, etc), costumes (headgear, chest gear, dance skirts,
footwear, etc) and other forms of props (walking stick, spear, etc).
What comparisons and connections can students make with English and their own languages and cultures?
Example 2: Tere’s hair-cutting ceremony
‘Oe, ‘e Rae, ko Mata tia. Kite koe ‘ea ‘a te nti ‘ou? ‘I nana ‘i ‘aere ana mtou ko mmi m ki t Tere pkoti ‘anga
rauru.
Te tae atu ‘anga mtou, kua k takere te Tkitumu Hall ‘i te tangata. Kre e no ‘o ‘anga toe. P ‘itirere tiki au ‘i te
‘ravei ‘anga ‘ia Mm ‘Ina. Te ‘kara ‘anga mro ‘iro ‘i nei ri ‘aia. Aaaa mnea tiki te ‘akamnea ‘ia ‘anga te hall.
Te pruru ‘te tvaevae ‘ te parnu.
‘I te ‘aere ‘anga mai ‘a Tere ki roto, kre ‘roa au ‘i kite , ‘ea ‘a te ktoatoa ‘i t ei ki runga, kore ake ‘aia ta ‘i
Ariki. Kanga ‘ua!!! Aaaa n tna mm r ‘au ‘i arataki mai ‘iia ki roto.
mere tiki au e kre ‘a Pp Mita ‘i ‘akano ‘o ‘ia ki te kaingkai Tere. Karanga mai a mm, ppu e riri pa ‘a t te ng
metua Tere ‘ia. E tano ei.
Kite koe ‘ea ‘a? ‘E ta ‘i nere makave rauru i te ktoatoa ‘anga!!! T mm manako, ‘e ‘anga ‘anga kimi moni ‘ua
tia n te mea, ‘i te oti ‘anga te au tangata ‘i te pkoti ‘i te rauru, k tkiri a Tere ‘i te – ‘ei moni ‘ te tkiro moni.
Turu ri au ‘i tra manako.
Tra ‘ua, pa ‘una rai tku moni ‘i ‘apai i no te mea ‘apinga tiki te mnga ‘i te reka. Kua peke ri tku mnga ‘i te
ttaki. T mtou kai a ‘i teia r. Te mnga toe n te pkoti ‘anga ‘rauru.
‘Akatika rai au ki t mm , e reka tu rai t Te ‘i pkoti ‘anga rauru.
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Mata writes an email to Rae in which she describes Tere’s hair cutting ceremony, which she attended the
previous day.
Text type
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Mata writes using informal language, for example:
… kore ake ‘aia ta ‘i Ariki.
She describes the ceremony:
‘I te ‘aere ‘anga mai ‘a Tere ki roto, kre ‘ua u ‘i kite , ‘ea ‘a te katoatoa ‘i t ei ki runga, kore ake ‘aia ta
‘i Ariki.
She expresses her feelings by, for example, use of exclamations:
Kanga ‘ua!!!
She compares her experience with a previous event:
… e reka atu ri t Te ‘i pkoti ‘anga rauru.
She comments on people; for example, when she expresses her opinion about Mm ‘Ina:
Te ‘kara ‘anga mro ‘iro ‘i nei ri ‘aia.
She makes both positive and negative statements:
Te ‘kara ‘anga mro ‘iro ‘i nei ri ‘aia; Kre ‘e no ‘o ‘anga toe.
Mata explains a comment made by someone else:
… k tkiri ‘a Tere ‘i te ‘ei moni te tkiro moni.
She uses a question to explore Rae’s views:
Kite koe ‘a ‘a?
Mata uses expressive phrases to communicate her feelings to her reader; for example:
mere tiki au …; P ‘itirere tiki au …
The punctuation, for example, exclamation marks at the end of sentences, shows that the writer is expressing
strong feelings:
Kanga ‘ua!!!; E ta ‘i nere makave rauru ‘i te ktoatoa ‘anga!!!
Mata writes as she would speak, using a chatty, conversational style that includes the use of hesitation
markers. For example:
Aaaa mnea tiki te ‘akamnea ‘ia ‘anga te hall.
She compares her experience with a previous event:
… e reka atu ri t Te ‘i pkoti ‘anga rauru.
Mata points out the consequence of being late:
Kre ‘e no ‘o ‘anga toe.
She explains the value of being at the event:
Tra ‘ua pa ‘una rai tku moni ‘i ‘apai ei n te mea ‘apinga tiki te mnga ‘i te reka.
Mata uses phrases that support the views of others, for example:
‘E tano ei; Turu ri au; ‘Akatika ri au.
She supports those who assert that the event raises funds:
Turu rai au ‘i tra manako.
She expresses surprise at some of the things that happened during the ceremony. This is seen, for example, in
the sentences that begin:
mere tiki au …; P ‘itirere tiki au …
In expressing her surprise, she shows that her previous understandings have been challenged, and indirectly
challenges Rae to reflect on her own experiences (if any) of hair-cutting ceremonies.
By expressing her surprise, Mata indicates that hair-cutting ceremonies are not all the same: how they are
carried out varies in the detail.
Because Mata is writing about an event she has experienced, she mostly uses the past tense. For example:
‘I nana ‘i ‘aere ana mtou ko mm m ki t Tere pkoti ‘anga rauru; Te tae atu ‘anga mtou, kua k takere te
Tkitumu Hall ‘i te tangata.
She gives an informal greeting, just as she would on the phone:
‘Oe, e Rae ko Mata tia.
She gets into the topic by using a question to stimulate Rae’s interest:
Kite koe ‘ea ‘a te nti ‘ou?
The style and tone of the writing in the email is conversational, so features that are typically used in
conversations appear in the email, for example:
'Aaaaaa' (hesitation markers) to indicate a pause for reflection
'Kanga ‘ua!!!' (exclamations) to express feelings
'Kite koe ‘ea ‘a te nti ‘ou? Kite koe ‘eaa?' (questions) to invite a response in the reader and stimulate
their interest in what follows.
Mata writes about an event that is very significant for boys in Cook Islands Mori culture. Mata has not only
describes the event, she also records her feelings. For example, she expresses her surprise at something
unexpected that happened:
mere tiki au e kre a Pp Mita ‘i ‘akano ‘o ‘ia ki te kaingkai ‘ Tere.
She ends her email with a statement that sums up her experience:
‘Akatika ri au ki t mm , e reka atu ri t Te ‘i pkoti ‘anga rauru.
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Students could investigate further the rituals associated with the hair cutting ceremony in Cook Islands Mori
culture, as described in different texts and text types in 'Te Peu Mori Kki irani'.
Using this knowledge, they could explore ways to communicate information, ideas, and opinions about the
ceremony in Cook Islands Mori culture in different text types (oral, written, visual) and for different
purposes. Text types could include conversations, letters, interviews, reports, speeches, songs, or stories.
Students could make comparisons with hair cutting ceremonies in other countries, for example, Niu.
Students could explore the significance of the hair cutting ceremony in Cook Islands Mori culture. For
example, there’s an expectation that boys will become leaders and take on family responsibilities. The
ceremony helps distinguish the differently defined roles of male and female in the family and community.
Students could make connections with comparable significant events in their own cultures.
What values do these events express?
Example 3: Polyfest talkback
Tumu manako n runga ‘i te ‘anga ‘anga tmataora te au ‘pi ‘i tuarua.
M ‘ine Ng — Kia orna ktou ‘e te au tamariki ‘ ‘akarongorongo mai nei ‘i t ttou porokarmu n tia r. Te tumu
manako ma ‘ata ‘ko te ‘anga ‘anga tmataora ‘e rave ‘ia nei ki roto ‘i te au ‘pi ‘i Tuarua ‘i ‘karana nei, koia
‘oki te 'Polyfest'. ‘Ea ‘a t ktou manako? ‘I tia ‘ati ‘anga k ‘akarongo ttou ‘i te manako Luke rua ko Tracey.
Luke — Kia orna e Mm. Ko Luke tia n te ‘pi ‘i Tuarua Kkiri mai. ‘E mataora ana au ‘i t ttou peu.
Tracey — Kia orna ttou ‘e ‘akarongo mai nei ‘i te rtio. Ko Tracey tku ingoa. ‘E Luke ‘e kaimoumou taime.
Kre ‘e pu ‘apinga ‘e rauka mai.
Luke — A … n tr ‘ua r e kre koe ‘e kite ‘i te ‘ura.
Tracey — T p ‘ea ra, r t ‘au ‘pi ‘i ngutu ‘are, t rave ‘ia ra?
Luke — T meitaki nei ri. Tia te pu ‘apinga tei rauka ‘iku. Kua tmou au ‘i te reo n roto ‘i te tutau ‘mene.
Tracey — Luke, m t kite ra koe ‘i te meitaki aere ki mua. Pnei e ma‘ata atu ri tku manako ki tku ‘pi ‘i … n te
tutau ki mua ‘ ‘pi ‘i mai.
Mine Ng — Meitaki ‘e Luke krua ko Tracey, mnea tiki t krua au manako.
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Two students, Luke and Tracey, discuss the entertainment and educational value of the Auckland Polyfest
with their radio host, Mine Ng, on a radio talkback show. Luke is Cook Islands Mori and Tracey is a learner
of the language.
Text type
Interview, semi-formal. Interactive.
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Tracey follows the example of the radio show host and extends her greeting to include the listeners:
Kia orna ttou ‘akarongo mai nei ‘i te rtio.
Because the radio host clarifies the issue for Tracey and Luke, they are able to make relevant comments on
the topic in their discussion with each other, as when Tracey comments:
E Luke ‘e kaimoumou taime. Kre e pu ‘apinga ‘e rauka mai.
Tracey varies her use of structures when she disagrees with Luke:
Luke, m t kite ra koe ‘i te meitaki aere ki ma. Pnei e ma ‘ata atu ri tku manako ki tku ‘pi ‘i … n te tutau
ki mua ‘ e ‘pi ‘i mai.
This is spoken text, so Tracey’s pronunciation, intonation, rhythm patterns, delivery speed, audibility, and
stress patterns will all have a bearing on the overall effectiveness of the communication, and must also be
considered.
In response to the host’s question, ‘Eaa t ktou manako? Tracey and Luke explore each other’s views. For
example, by asking a direct question, Tracey challenges Luke to declare his views:
T p ‘ea ra r t ‘au pi ‘i ngutu ‘are, t rave ‘ia ra?
Tracey offers her own thoughts in response to a statement from Luke:
Luke, m t kite ra koe ‘i te meitaki ‘aere ki mua. Pnei e m ‘ata atu ri tku manako ki tku ‘pii … n te tutau
ki mua ‘ ‘pi ‘i mai.
Tracey shares her personal views not just with Luke but also the radio listeners:
‘E Luke e kaimoumou taime.
She continues to share her views in response to Luke’s comments:
Luke, m t kite ra koe ‘i te meitaki aere ki mua. Pnei e m ‘ata atu ri tku manako ki tku ‘pi ‘i … n te tutau
ki mua ‘ ‘pi ‘i mai.
Tracey reflects on her own actions:
Pnei e m ‘ata atu ri tku manako ki tku ‘pi ‘i … n te tutau ki mua ‘ ‘pi ‘i mai.
On one level, Tracey supports Luke’s idea by challenging him to carry out the action:
Luke, m t kite ra koe ‘i te meitaki aere ki mua.
But on another level, Tracey seems unconvinced that Luke means what he says because he is not already
doing it. This is the reason behind her challenge.
Although directly talking to Luke, Tracey challenges the opinions of others:
‘E Luke ‘e kaimoumou taime. Kre ‘e pu ‘apinga ‘ rauka mai.
Tracey’s question implies a challenge:
T ‘p ‘ea ra r t ‘au ‘pi ‘i ngutu ‘are, te rave ‘ia ra?
Luke and Tracey challenge each other when they express divergent views. The radio host acknowledges this
when she says:
Meitaki ‘ Luke krua ko Tracey, mnea tiki t krua au manako.
By challenging each other’s views, Luke and Tracey invite a response, thereby sustaining the interaction. The
radio host acknowledges this when she says:
Meitaki ‘ Luke krua ko Tracey, mnea tiki t krua au manako.
Luke provokes Tracey by saying:
A … n tr ‘ua r kre koe ‘e kite ‘i te ‘ura.
Tracey responds with a question that sustains the interaction:
T p ‘ea ra r t ‘au ‘pi ‘i ngutu ‘are, te rave ‘ia ra?
In challenging Luke, Tracey expresses a condition:
Luke, m t kite ra koe ‘i te meitaki aere ki mua.
purposes
The callers and talkback host (Mine Ng) observe greeting protocol at the start of their conversation: Kia orna.
When the radio host invites them to speak, Tracey and Luke greet her as well as the listeners, and then
introduce themselves. For example:
Kia orna ttou ‘e ‘akarongo mai nei ‘i te rtio. Ko Tracey tku ingoa.
In Cook Islands Mori culture, participants need to greet others and introduce themselves before they can offer
an opinion.
Tracey uses the first person plural inclusive pronoun ttou in her greeting. In this way, she acknowledges and
shows respect to everyone, including the listeners:
Kia orna ttou …
Luke uses a hesitation marker to indicate he is taking time to reflect before responding to Tracey’s question:
A … no tr ‘ua r kre koe ‘e kite ‘i te ‘ura.
Such pausing is typical of conversational exchanges, including in a talkback show, where you often have to
respond on the spot.
Luke uses a term of respect to address the radio host:
Kia orna e Mm.
Formulaic expressions are used to greet others and begin the show:
Kia orna ktou ‘e te au tamariki ‘ ‘akarongorongo mai nei i t ttou porokarmu n tia r.
Formulaic expressions are also used to conclude the show:
Meitaki ‘e Luke krua ko Tracey, mnea tiki t krua au manako.
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Organise the nearest Cook Islands Mori radio station to host a talkback show on a specified topic for your
students to participate in.
What topic would your students choose?
What language and cultural knowledge would they need to demonstrate to communicate their views
effectively?
What level of language would they use?
What resources would they need? For example, they could research the topic prior to the talkback session by
interviewing a speaker of the language who has knowledge of the topic, getting information from newspaper
articles, television news, statistics, etc.
Students could compare talkback shows in other languages and cultures.
Students could explore whether Polyfest (or other cultural festival) should be an annual or biennial event.
They could then present and justify their views in a range of text types (oral, written, visual).
Example 1: Tau fakailoaaga
Glossary
fafati — estimated
fakafua — establishment
fakamaumauaga — finalise
Kua amanaki e tau fuata ke fakahoko e koli he po Faiumu aho 22 he mahina a Aokuso ke ati tupe ke lata mo
e tauteaga he mal pel lakap mo e mal pel netepolo.
1. Kua mau ha lautolu a tau manatu ke taute kai ke fakafua he fale koli. Kua fafati e lautolu ti talia ke $10
ka fakafua aki taha e kapiniu kai.
2. Kua vihi e tau kupu hagaao ke he fekau, ko e fakafua kava mo e tau tul fafati ke lata mo e koli.
Kua manako falu ke p e fakafua kava he fale koli ka e manako falu ke fakafua kava ha ko e taha phala tutuli
tupe foki ni a ia. Ko e kakano ne loto ai ke p e fakafua kava ha kua lahi e fakahnoa he tau tagata inu kava.
Hah i ai e falu kua tupetupe ha kua manako ke tokologa ka o mai ke lagomatai e atihakeaga tupe.
Kua manako foki ke kamata e koli he hola valu ti fakaoti he hola hogofulu ma ua. Kua nkai fiafia falu fuata
ke tuku e koli he matahola ia. Manako a lautolu ke tuku atu e fakaotiaga ke he hola 1 he pogipogi Tapu.
[Ff ha mutolu a manatu ma tau mamatua, kua manako ke lagomatai ke he fakamaumauaga he tau fekau he
tau fuata ha tautolu?]
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A short article in a local community newspaper gives details of a fundraising event for a sports club.
Text type
Short newspaper article, factual. Receptive.
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The intention of the article is communicated at the beginning:
Kua mau ha lautolu a tau manatu ke taute kai ke fakafua he fale koli.
Formal language is used in the article to convey information to readers; for example:
Kua amanaki e tau fuata ke fakahoko e koli.
The article is short and to the point. It details specific information regarding the event, for example:
Kua fafati e lautolu ti talia ke $10 ka fakafua e aki taha kapiniu kai.
While the article is informative, it is also persuasive, as members are needed to help with the fundraising
event and there are decisions to be made:
Ff ha mutolu a manatu ma tau mamatua, kua manako ke lagomatai ke he fakamaumauaga he tau fekau
he tau fuata ha tautolu.
The writer is aware of issues around fundraising events, and takes care to balance opposing points of view.
For example, the article describes both the advantages and disadvantages of having alcohol at the event:
Kua manako falu ke p e fakafua kava he fale koli … ko e taha phala tutuli tupe foki ni a ia; kua lahi e
fakahnoa he tau tagata inu kava.
The writer presents the divergent views that people hold on whether alcohol should be available at the event:
Kua manako falu ke p e fakafua kava he fale koli … ko e taha phala tutuli tupe foki ni a ia; kua lahi e
fakahnoa he tau tagata inu kava.
The writer highlights the dissatisfaction that the event’s early finishing time is causing among young adults:
Kua nkai fiafia falu fuata ke tuku e koli he matahola ia.
As readers interact with the information and ideas presented in the article, they will be exploring their own
views, and relating what they read to their own knowledge, understandings, and beliefs.
The writer asks a direct question:
Ff ha mutolu a manatu ma tau mamatua?
In this way the writer provokes readers to reflect on where they stand, and what their own attitudes are, even
if readers do not actually get to express them.
The writer is presenting information on behalf of the sports club, so they are not really in a position to give
and share personal views.
When describing attitudes towards alcohol at the event, the writer mainly presents the perspectives of others,
for example:
Kua manako falu ke p e fakafua kava he fale koli … ko e taha phala tutuli tupe foki ni a ia.
The writer comments on the matter of alcohol at the event, and provides a possible justification:
ko e taha phala tutuli tupe foki ni a ia.
The writer presents both sides of the debate, and avoid taking sides.
The writer adopts a neutral tone, so does not directly challenge particular groups of people.
The writer includes divergent perspectives; for example:
Ko e kakano ne loto … Hah i ai e falu kua tupetupe …
The writer invites readers’ opinions:
Ff ha mutolu a manatu ma tau mamatua?
Readers will find their own views challenged or supported as they read what others think.
The style is formal and the tone neutral, which is typical of this kind of article:
Kua vihi e tau kupu hagaao ke he fekau ko e fakafua kava mo e tau tul fafati ke lata mo e koli.
The text provides information that is detailed and precise, for example:
Kua fafati e lautolu ti talia ke $10 ka fakafua aki taha e kapiniu kai.
The dollar amount is written with the standard symbol so that it is easily read:
ke $10 ka fakafua aki taha e kapiniu kai.
The purposes of the meeting are set out as items on an agenda. This is consistent with the purpose of the
article, which is to inform members of the upcoming meeting.
Kava as used in the text refers to alcohol in an inclusive sense. Kava has a specific meaning – the drink made
from the kava plant – and a general meaning, where it includes any intoxicating drink. Some readers may not
be familiar with this more general meaning of the word.
The writer uses the first person plural inclusive pronoun 'tautolu' to show that the matters raised are of
concern to everyone, including the writer:
Kua manako ke lagomatai ke he fakamaumauaga he tau fekau he tau fuata ha tautolu.
'He pogipogi Tapu' has the meaning of 'Sunday morning' in English. Many Niue Christians treat Sundays as
sacred days, and a day of rest. The word 'tapu' is known to many in New Zealand, because of the use of 'tapu'
in Mori and English contexts to convey the meaning of 'sacred' or 'forbidden'.
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Students could discuss their responses to the issues raised in the article. Did they find the article supported or
challenged their own views?
Students could investigate other formal written texts in vagahau Niue and discuss their language, style, and
culture-in-language features. They could then apply this knowledge to developing an individual or collective
response to the issues raised in the article, justifying their ideas and opinions.
Students could then prepare a class discussion or formal debate in vagahau Niue on the subject of the
advantages and disadvantages of having alcohol at public events. They could use visual (for example, photos,
drawings) and verbal language to argue for and justify their point of view.
Example 2: Conversation between two friends
Edward – Lauka ni a mutolu he o ke ole ke he matua Mauli to ohifo ke keli pipi. Piko ni e tau faoa ko e
gahua mukamuka, ka e nkai iloa ha i ai e phala hako ke lata mo e gahua keli pipi.
Warren – Pihia ni ka ha he fia iloilo. Kehe lahi e phala kumi pipi i hinei, nkai tuga i Niue. Na hopo ni e tagata
ki tahi ti moua e tau kai tahi fulufuluola.
Edward – Warren, ka kitia e tau pp ikiiki, ti iloa ko e tau pipi a ia ne tanu he oneone. Keli aki e tau lima po ke
taholi aki e tau hui.
Warren – Kitia la ia au ko e nonofo pihia e tau pipi. E lahi e gahua ka taute i nei. Ka ko e ha ne fafati ai e
numela he tau pipi?
Edward – Fuluola e fafatiaga he tau kai tahi ka moua. Fuafua ni ko e fiha e mamafa he pakete pipi mo e fiha
e pakete pipi kua maeke ke uta he taha e tagata. Ka tote e fua pipi ti liuaki ki tahi ke tupu ke lata mo e tau
atuhau i mua. Taha ni e pakete pipi ne maeke ke oko po ke keli.
Warren – Amanaki ni au to liliu a mautolu ki Maraetai.
Edward – Leo ni kah ko e hau nakai a koe ia Novema ke o auloa a tautolu.
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This is an extract from a conversation between Edward, a year 12 learner of vagahau Niue, and his friend
Warren, a fluent speaker of the language. Edward is sharing his experiences at the beach and what he has
learnt about gathering seafood.
Text type
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Edward talks about his pipi gathering experience and gives his thoughts on the ways pipi are gathered:
Piko ni e tau faoa ko e gahua mukamuka.
He describes the reactions of pipi when they are hunted:
Warren, ka kitia e tau pp ikiiki, ti iloa ko e tau pipi a ia ne tanu he oneone.
He expresses his admiration at the way the gathering of seafood is monitored:
Fuluola e fafatiaga he tau kai tahi ka moua.
He is mindful of the need for conservation, saying that small pipi are returned to the sea so the food is
preserved for future generations:
Ka tote e fua pipi ti liuaki ki tahi ke tupu ke lata mo e tau atuhau i mua.
When Warren says he would like to come pipi gathering, Edward suggests they wait until November, when
they can go together:
Leo ni kah ko e hau nakai a koe ia Novema ke o auloa a tautolu.
It is important to remember that this is a conversation, so features such as pronunciation, intonation, rhythm,
speed, audibility, and stress, have a bearing on the overall effectiveness of the communication and need to be
taken into consideration.
Edward uses some complex sentence structures, for example:
He also uses a variety of different sentence patterns, for example:
Lauka ni … Ka tote e … Fuafua ko e fiha e mamafa …
Edward is mostly exploring his own views in this part of the conversation.
Edward’s observations of how seafood is collected indirectly explore Warren’s views, as they prompt him to
compare Mori and Niue ways of gathering 'kai moana':
Kehe lahi e phala kumi pipi i hinei, nkai tuga i Niue.
Warren’s question, 'Ko e ha ne fafati e tau pipi?', prompts Edward to explain further the regulations around
gathering seafood in New Zealand. He clearly aligns his views with conservationist practices and supports
the regulations. In this sense, he brings the views of others into the conversation.
Edward reflects on pipi gathering and his uncertainties about the practices:
Piko ni e tau faoa ko e gahua mukamuka, ka e nkai iloa ha i ai e phala hako ke lata mo e gahua keli
pipi.
Edward counters Warren’s description of shellfish gathering in Niue with a description of the difficulties they
encounter in New Zealand when digging for pipi:
Warren, ka kitia e tau pp ikiiki, te iloa ko e tau pipi a ia ne tanu he oneone. Keli aki e tau lima po ke
He expresses his delight at how seafood gathering is monitored:
Edward cautions Warren to ask permission from local Mori before gathering seafood:
Lauka ni a mutolu he o ke ole ke he matua Mauli to ohifo ke keli pipi.
In this way he acknowledges the customary rights of Mori and contrasts New Zealand practice with Niue
practice as described by Warren.
When Warren says he is ready to go to Maraetai, Edward explains why they need to wait until November:
Leo ni kah ko e hau nakai a koe ia Novema ke o auloa a tautolu.
Prompted by Warren’s question, 'Ko e ha ne fafati ai e numela he tau pipi?' Edward comes out in strong
support of conservationist views.
He supports conservationist principles when he describes how small pipi are returned to the sea so that future
generations will have food to eat:
Ka tote e fua pipi ti liuaki ki tahi ke tupu ke lata mo e tau atuhau i mua.
He expresses his admiration that limits are set on pipi gathering:
He supports specific legal limits on the gathering of pipi:
Fuafua ko e fiha e mamafa he pakete pipi mo e fiha e pakete pipi kua maeke ke uta he taha e tagata.
Edward responds to Warren’s description of shellfish gathering in Niue by explaining the difficulties of
gathering pipi in New Zealand:
Warren, ka kitia e tau pp ikiiki, ti iloa ko e tau pipi a ia ne tanu he oneone. Keli aki e tau lima po ke
Beginning to engage in sustained interactions produce extended texts
Prompted by Warren’s question, Edward emphatically supports the conservationist ethic behind legal limits
and so produces extended text:
Fuluola … ke oko.
In response to Warren’s description of gathering seafood in Niue, Edward describes his experience in New
Zealand, thus sustaining the interaction:
Warren, ka kitia e tau pp ikiiki, ti iloa ko e tau pipi a ia ne tanu he oneone. Keli aki e tau lima po ke
Interpreting ways in which the language is organised in different text and for different purposes.
The tone of the conversation is mostly informal, highlighting the familiar and close relationship of the two
speakers. This can be seen, for example, when Edward says:
Piko ni e tau faoa ko e gahua mukamuka …
Note the transliteration of 'Mori' into the vagahau Niue Mauli.
Warren refers to Maraetai, a New Zealand locality that may not necessarily be known to readers.
When the boys speak to each other they use inclusive pronouns, which demonstrates respect; for example,
'mutolu', 'tautolu'.
The text illustrates use of the word fuluola, which is comparable to 'beautiful' or 'admirable' in English. The
word illustrates culture-in-language, made up as it is of fulu (hair) and ola (healthy). Fuluola was originally
used to describe a woman’s long hair. In Niue, long hair is much admired. Hence the meaning of fuluola
broadened over time to mean beautiful in a wide range of contexts.
The doubling of 'fulu' in 'fulufuluola' intensifies the meaning, for example, when Warren says:
Na hopo ni e tagata ki tahi ti moua e tau kai tahi fulufuluola.
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Students could explore cultural practices in aga fakamotu that relate to the sea, including, for example,
collection and distribution of seafood.
Students could present aspects of their learning about the use of seafood resources in vagahau Niue in
different text types, for example, speech, video presentation, debate, radio talkback, poem, or song. What
language, conventions, or protocols would students need to know and use for different audiences? What
resources and stimulus material might they use? What comparisons could they make with comparable
cultural practices and texts in English (and other known languages and cultures)?
Students could compare how people express opinions and invite responses in English and their own
languages and cultures.
They could use their understanding of vagahau Niue and 'aga fakamotu' to produce a brochure/guide about
ethical ways to gather seafood resources.
Example 3: Student blog
Manako au ke t taha lologo mafiti. Ai fia loto au ke t he lologo eto, neke tauvelimohe e tau tagata. Homo e
tau lologo ka logona e ukulele. Ka peh fakaaoga e ukulele, ko e mua atu e fuluola he lologo ka t. Iloa ni he
tau tagata ko e lologo uho mai he fnau Pasifika. Pete ni he vah nei, kua fiafia e tau fnau fuata ke
fakanogonogo ke he island reggae. Fai taha nakai ke fakamaama mai ki a au, ko e hau ff e island reggae ki a
tautolu? Ai fai lologo ne tata ke he ha mautolu a tau lologo vah tuai, tuga ne fakaako he tau matua tupuna?
Tuga e 'Ko Mautolu Nei'. Kua loga tai e tau fati kehekehe he lologo ia. Maama e tau kupu mo e fati, t aki e
nafa, ukulele mo e kit. Ai fakaaoga e bass guitar, palau hila, kofe hila po ke piano hila. Ka o a tautolu ke
hikihiki e tau t kofe Niue ke he island reggae to nkai fai lologo Niue ka toe. Kua o t e island reggae, ka e nkai
fai reggae he tau motu Pasifika?
Ff e haau a manatu? O ki mua nakai e tau lologo Niue … po ke lahi ni a tautolu ke fifitaki ke he tau lologo he
tau motu kehe?
Blog mai la e tau manatu ha mutolu ma tau kapitiga.
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A year 12 student of Niue heritage who is learning vagahau Niue blogs about the influence of western music
on traditional music.
Text type
Blog. Productive.
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The student identifies a personal preference for songs with a fast tempo:
Manako au ke t taha lologo mafiti.
They express an opinion, 'Ai fia loto au', and offers a suggestion of what else could be done:
Ka peh fakaaoga e ukulele, ko e mua atu e fuluola he lologo ka t.
As they read the blog and encounter the writer’s ideas and beliefs, readers will find themselves exploring
their own views and relating what the writer says to their own knowledge, understandings, and beliefs.
A blog is by definition extended text. It is in effect a 'one-sided conversation'.
The text uses a variety of sentence patterns, for example:
Ai fai lologo ne tata ke he ha mautolu a tau lologo vah tuai, tuga ne fakaako he tau matua tupuna?
Tuga e 'Ko Mautolu Nei'. Kua loga tai e e tau fati kehekehe he lologo ia.
The student invites other bloggers to help provide answers, for example:
Fai taha nakai ke fakamaama mai ki a au, ko e hau ff e island reggae ki a tautolu?
They ask a question relating to the different playing styles of past and present:
Ai fai lologo ne tata ke he ha mautolu a tau lologo vah tuai, tuga ne fakaako he tau matua tupuna.
The student expresses personal views:
Homo e tau lologo ka logona e ukulele.
They compare instruments past and instruments present:
Maama e tau kupu mo e fati, t aki e nafa, ukulele mo e kit. Ai fakaaoga e bass guitar, palau hila, kofe
hila po ke piano hila.
Beginning to justify their own ideas and opinions
The student justifies an opinion:
Ka peh fakaaoga e ukulele, ko e mua atu e fuluola he lologo ha tautolu. Iloa he tau tagata ko e lologo
uho mai he fnau Pasifika.
They share and justify an opinion:
Ka o a tautolu ke hikihiki e tau t kofe … to nkai fai lologo Niue ka toe.
They use evidence to justify a view that Niue music has changed over time:
Tuga e 'Ko Mautolu Nei'. Kua loga tai e tau fati kehekehe he lologo ia
Beginning to support and challenge the ideas and opinions of others
The student uses a range of open-ended questions to invite other bloggers to support or challenge his views,
for example:
Fai taha nakai ke fakamaama mai ki a au, ko e hau ff e island reggae ki a tautolu?
The student challenges online bloggers, especially people of Niue, to reflect on the changes and their
implications for Niue:
Ff e haau a manatu? O ki mua nakai e tau lologo Niue … po ke lahi ni a tautolu ke fifitaki ke he tau
lologo he tau motu kehe? Kua o tai ke he island reggae, ka e nkai fai reggae he tau motu Pasifika.
Beginning to engage and sustain interactions and produce extended text
The student uses the blog to sustain interaction with unseen readers. The topic is one that invites others to
participate. Music and its traditions, influences, and development is of great interest to young people, and the
student’s views and questions open up the possibility of further, rich discussion.
The student uses questions to invite fellow bloggers to voice their opinions and thereby sustain the
interaction:
Kua o tai ke he island reggae, ka e nkai fai reggae he tau motu Pasifika.
The student is very open in expressing their views, opinions, and personal perspectives. This invites others to
be just as open in expressing their views.
purposes
The student uses formulaic expressions when emphasising the importance of maintaining an authentic
Pasifika sound:
Iloa he tau tagata ko e lologo uho mai he fnau Pasifika. Maama e tau kupu mo e fati, t aki e nafa,
ukulele mo e kit. Ai fakaaoga e bass guitar, palau hila, kofe hila po ke piano hila.
When referring to particular musical instruments, the writer uses words that come directly from other
languages: ukelele, bass guitar, piano. These words will be known across languages.
Ukelele (also spelt ukulele) is a word that is widely used in the Pacific. Originating in Hawaii, this instrument
spread to the rest of the world. Like other languages, vagahau Niue kept its Hawaiian name.
The tone of the blog is conversational. It reads like a one-sided conversation.
In the tradition of social networking on the Internet, the student addresses unseen readers as 'friends':
Blog mai e tau manatu ma tau kapitiga.
Internet age terminology is infiltrating all languages. We see an example here in the use of 'blog' as a verb in
vagahau Niue:
Blog mai e tau manatu ma tau kapitiga.
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Students could explore how the same issue could be presented in, for example, a speech, video presentation,
debate, or song.
What language, conventions, or protocols would students need to know and use for different audiences?
What resources and stimulus material might they use?
Students could compare how people express opinions and invite responses in English and their own
languages and cultures.
Example 1: Dance festival concerns
Susuga Faiaoga
Susuga e,
I le ava ma le migao ua ou tusia ai lenei tusi e fa ‘ailoa atu ai lo ‘u loto le fiafia ma lou fa ‘anoanoa tele ona o
le fa ‘afitauli o lo ‘o tulai mai pea i tausaga taitasi, a ‘o tapena fa ‘afiafiaga a aoga mo tauvaga. E lagona lo ‘u
l fiafia ona o le tele o le taimi ua fa ‘amaumau a la ‘u tama i aoga siva i aso uma. A taunuu mai i le fale ua l
mafai ona toe fai se feau po ‘o se mea-aoga ona ua l lav. O le isi itu, o le tele o tupe e alu ai i le fa ‘atupeina o
togiga, aemaise o pasese i nisi o Aso To ‘onai e fai ai aoga siva. Ua leai foi se taimi avanoa o la ‘u tama mo
ana ta ‘aloga e masani ona auai iai, fa ‘apea foi ma polokalame a le matou ekalesia i nisi o afiafi. Ae ou te fia
fa ‘afesili atu lava i lau Susuga, po ‘o le a ea se tua o nei fa ‘afiafiaga i le ola aoaoina o fanau i totonu o potu
aoga? Fa ‘amata e maua mai ai nisi maka o lau tama mo Tusi-pasi manaomia?
Ou te fia malamalama ma fia maua foi se fa ‘amaninoga mai lau Susuga i le faiaoga i ia tulaga. Afai e leai, ua
sili loa ona taofi nei siva ae alo le fanau i le sailiga o le poto.
Fa ‘amalie atu pe afai ua sala ese se gagana i lau faitau atu i lenei tusi. Ae atonu o le a l afaina tele lea i lou
finagalo malamalama.
Manuia tiute ma galuega o lo‘o feagai ma lau susuga.
Soifua
Lfiafia Lototig
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A parent writes a letter to the teacher of gagana Smoa expressing their concern about the amount of time
students are spending on preparations for the Dance Festival and about the costs involved.
Text type
Letter, formal. Receptive.
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The parent uses a respectful form when addressing the teacher: Susuga. This sets the tone of the
communication as respectful.
The parent expresses the view that students are spending too much time practicing:
... tele o le taimi ua fa ‘amaumau a la ‘u tama i aoga siva i aso uma.
They express concern about the expenses involved:
… tele o tupe e alu ai i le fa ‘atupeina o togiga aemaise o pasese.
They also comment that students cannot help with household chores as they are too tired:
… a taunuu mai i le fale ua l mafai ona toe fai se feau po ‘o se mea-aoga ona ua l lav.
The text illustrates the use of compound sentence structures using connectives such as:
ma, a ‘o, ona o le, ma le when the writer communicates opinions.
The parent looks to resolve the issues in a way that does not deprive students of the benefits of participation:
Ae ou te fia fa ‘afesili atu lava i lau Susuga, po ‘o le a ea se tua o nei fa’afiafiaga i le ola aoaoina o
fanau i totonu o potu aoga? Fa ‘amata e maua mai ai nisi maka o lau tama mo Tusi-pasi manaomia?
The parent makes it clear that the teacher should not take the matters raised personally:
Fa ‘amalie atu pe afai ua sala ese se gagana i lau faitau atu i lenei tusi. Ae atonu o le a l afaina tele lea i
lou finagalo malamalama.
The writer considers the teacher’s feelings:
Ae atonu o le a l afaina tele lea i lou finagalo malamalama.
The parent questions the usefulness of the event to student learning:
… po ‘o le a ea se tua o nei fa ‘afiafiaga i le ola aoaoina o fanau i totonu o potu aoga? Fa ‘amata e
maua mai ai nisi maka o lau tama mo Tusi-pasi manaomia? This questioning will prompt the teacher to
explore their own views on the matters raised, to check the school’s policy (if there is one), and to
consider other parent perspectives.
Students studying the text can formulate their own ideas and opinions in relation to the parent’s concerns. For
example, when they read:
… a taunuu mai i le fale ua l mafai ona toe fai se feau po ‘o se mea-aoga ona ua l lava, they can reflect
on their own family’s expectations re assistance with household chores.
The parent is willing to explain further:
Afai e leai ua sili loa ona taofi nei siva ae alo le fanau i le sailiga o le poto.
They take care to express their views in formal, respectful language:
Ou te fia malamalama ma fia maua foi se fa’amaninoga mai lau Susuga i le faiaoga; Fa’amalie atu pe
afai ua sala ese se gagana i lau faitau atu i lenei tusi; Ae atonu o le a l afaina tele lea i lou finagalo
malamalama.
They offer the view that if the concerns raised cannot be satisfactorily addressed, then the practices must be
stopped so that students can focus squarely on their studies:
The writer offers reasons for the concerns. By asking whether students will gain a qualification from their
participation, the parent implies that an affirmative answer will be a reason for the students to continue to be
involved:
Fa ‘amata e maua mai ai nisi maka o lau tama mo Tusi-pasi manaomia?
The parent justifies their concerns about cost by citing particular expenses. For example:
O le isi itu, o le tele o tupe e alu ai i le fa ‘atupeina o togiga, aemaise o pasese i nisi o Aso To ‘onai …
The parent challenges the teacher, and therefore the school, to think about the time students spend preparing
for the event, the costs involved, and the benefits they derive from participation.
They challenge the educational value of the event:
Ae ou te fia fa ‘afesili atu lava i lau Susuga, po ‘o le a ea se tua o nei fa ‘afiafiaga i le ola aoaoina o
fanau i totonu o potu aoga? Fa ‘amata e maua mai ai nisi maka o lau tama mo Tusi-pasi manaomia?
The parent proposes that the event be cancelled if the cost–benefit analysis does not stack up:
The arguments the parent puts forward (for example, the inability of students to help with household chores:
A taunuu mai i le fale ua l mafai ona toe fai se feau poo se mea-aoga ona ua l lava)
will either reinforce or challenge readers’ own perspectives, assumptions, and expectations.
Writing to the teacher to question practice and/or policy is a serious matter, so the parent observes formal
letter writing conventions throughout. This is seen, for example, in the respectful form of language used to
address the teacher:
Susuga e …
The text illustrates the use of gagana fa ‘aaloalo, respectful terms that recognise people’s status. The parent
addresses the teacher by profession, not by name:
Susuga Faiaoga.
The text illustrates the use of conventional respectful forms of language at the start and at the end of letter:
I le ava ma le migao…, Soifua.
Because this is a formal written text, the 't' style is used:
Ae ou te fia fa ‘afesili atu lava i lau Susuga, po ‘o le a ea se tua o nei fa ‘afiafiaga i le ola aoaoina o
fanau i totonu o potu aoga?
While this letter is effectively a complaint, the parent finishes with an appropriate blessing:
Manuia tiute ma galuega o lo ‘o feagai ma lau susuga.
The parent ends the letter in an apologetic tone, as is typical in such a context. This ensures that the focus is
on the issue, not the personalities:
Fa ‘amalie atu pe afai ua sala ese se gagana i lau faitau atu i lenei tusi. Ae atonu o le a l afaina tele lea i
lou finagalo malamalama.
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Students could investigate other formal written texts in gagana Smoa and discuss the language, style and
cultural features. They could then use what they have learned as they create a response (individual or
collective) to the concerned parent. In this response, they should demonstrate 'fa ‘aaloalo' and express their
perspective on participation in cultural events, the time and cost involved, and the benefits to learning –
justifying their ideas and opinions with evidence.
Students could prepare a class discussion or debate in gagana Smoa on the advantages and disadvantages of
participating in major cultural events. This will give them the opportunity to use both visual and verbal
language to argue for and justify possible courses of action.
Example 2: Christchurch earthquake (poem)
Tagi e le fatu ma le ‘ele ‘ele
Tala ma ata ua va ‘aia i le fa ‘alavelave i Kalaiesetete
Le aai matagofie ma le tautaua i Niu Sila
Ao le taimi nei talofa ua fa ‘atfunaina
Aso 22 o Fepuari, 12:51 i le aoauli
Ua faateia Smoa, Toga, Palagi ma Maoli
O le a ea le uiga o le fa ‘alavelave ua tupu mai?
O se tofotofoga ea po ‘o le iuga o le lalolagi ua lata mai?
E tatau ona tatou loto tetele
Tu ‘u ese le vaivai ma le fefefe
O le Atua lo tatou talita
I taimi o fiafiaga ma taimi o faigata
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A poem written by a student expressing his thoughts on the Christchurch earthquake.
Text type
Poem. Productive.
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The writer uses emotive language to communicate his ideas and feelings about the effects of the earthquake
and arouse feelings in the minds of his readers/listeners; for example:
Tagi e le fatu ma le ‘ele ‘ele … Ua fa ‘ate ‘ia Smoa, Toga, Palagi ma Maoli.
He expresses his thoughts about the appearance of Christchurch before the earthquake:
Le aai matagofie ma le tautaua i Niu Sila.
He uses date and time to communicate the idea that, for Christchurch people, the world changed in a
moment:
Aso 22 o Fepuari, 12:51 i le aoauli.
He communicates his personal belief in Christianity and in the strength and power of God:
O le Atua lo tatou talita, I taimi o fiafiaga ma taimi o faigata.
He extends the text by developing his thoughts through three carefully arranged verses.
The writer comments that people were shocked because they were not at all prepared for the earthquake. He
reinforces his message by identifying particular groups of people, naming them one by one for greater
impact:
Ua fa ‘ateia Smoa, Toga, Palagi ma Maoli.
He uses rhetorical questions to explore and make links to Smoan views of self, others, and nature:
O le a ea le uiga o le fa ‘alavelave ua tupu mai? … O se tofotofoga ea po ‘o le iuga o le lalolagi ua lata
mai?
As they read the poem, readers will construct their own meaning and explore their own views in response to
the words.
The writer shares his opinion:
E tatau ona tatou loto tetele, Tu ‘u ese le vaivai ma le fefefe, O le Atua lo tatou talita.
He expresses a personal perspective:
Tagi e le fatu ma le ‘ele ‘ele.
He gives his personal perspective on the condition of the city, starkly contrasting how it was before with how
it is now:
Le aai matagofie ma le tautaua i Niu Sila, Ao le taimi nei talofa ua fa ‘atfunaina.
He offers advice to the listener/reader:
E tatau ona tatou loto tetele, Tu ‘u ese le vaivai ma le fefefe.
The poet makes reference to God and uses the metaphor of 'God as shield':
O le Atua lo tatou talita.
Through this metaphor, he offers comfort to his readers, reassuring them that God is a refuge in times of
trouble, fighting on our behalf in both good and bad times, so there is no need for fear:
I taimi o fiafiaga ma taimi o faigata.
He uses personification to support his view, picturing the earth as weeping in its distress:
Tagi e le fatu ma le ‘ele ‘ele.
He compares the state of the city before and after the earthquake. By constructing the text as rhyming
couplets – ideal for linking ideas – he shocks his readers, depicting the stark contrasts in appearance:
Le aai matagofie ma le tautaua i Niu Sila, Ao le taimi nei talofa ua fa ‘atfunaina.
The writer asks, why the earthquake?
O le a ea le uiga o le fa ‘alavelave ua tupu mai? O se tofotofoga ea po ‘o le iuga o le lalolagi ua lata
mai? In voicing these questions, the writer speaks for all those who are asking similar questions.
He uses rhetorical questions to challenge the views of others:
O se tofotofoga ea po ‘o le iuga o le lalolagi ua lata mai? Again, he would be speaking on behalf of
many who would be asking similar questions.
The writer supports Smoan beliefs with regard to natural disasters:
O le Atua lo tatou talita, I taimi o fiafiaga ma taimi o faigata.
This belief will either challenge or support the reader’s beliefs. Some may find their beliefs challenged or
even changed when confronted by the suffering that has resulted from the earthquake and its aftershocks.
The poetry format, with three stanzas of four lines paired as two rhyming couplets, produces extended text.
The writer uses metaphor, for example, 'Tagi e le fatu ma le ‘ele ‘ele'. Metaphor is a device that sustains the
interaction between poet and reader by creating vivid mind pictures that invite a response.
purposes
The poem gives specific, detailed information, which is made more effective by the internal rhyming:
The poem displays uses many features that are typically associated with the genre across languages. For
example:
Rhyming couplets:
Le aai matagofie ma le tautaua i Niu Sila
Ao le taimi nei talofa ua fa ‘atfunaina.
Personification:
Tagi e o le fatu ma le ‘ele ‘ele
Construction in stanzas (in this case, of four lines).
Internal rhyming:
Rhetorical questions:
O le a ea le uiga o le fa ‘alavelave ua tupu mai?
Metaphor:
O le Atua lo tatou talita.
The poet chooses his words carefully, aims for brevity, and arranges words for impact:
Tagi e o le fatu ma le ‘ele ‘ele.
A poem is typically created to be spoken. Therefore, spoken features such as pronunciation, intonation,
rhythm patterns, delivery speed, audibility, and stress patterns have a bearing on the overall effectiveness of
the communication and must be considered.
When presented orally, poetry has a visual aspect: the reader uses body language (for example, positioning,
stance, gesture, and movement) to convey or reinforce meaning, in which case, this aspect must also be
considered.
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Students could explore how different peoples or cultures use particular styles of writing, for example, poetry
or songs, to express their feelings about events. They could analyse a collection of writings on a particular
topic, paying attention to language use, structure, vocabulary, content and ideas, audience appropriateness,
features typical of the genre or text type, and delivery.
What are the forms and features of poetry written in gagana Smoa? How do these differ from those
commonly found in English language poetry?
Students could compare how different countries cope with major events like the earthquake in Christchurch
and the tsunami in Smoa. They could use their understanding of 'aganuu faasmoa' to produce a
brochure/manual in gagana Smoa on the subject of how to cope with natural disasters or events.
Example 3: Preparing for exams
Lota — Suga o a mai? Ga a mai le suega o le Numela?
Jane — Oka! Fiu e mafaufau isi mea sa fai i le aoga. Matua faigata tele lava le suega. Laki ae pasi. Ae a lau
suega Numela?
Lota — Faapega foi au, makua gimo uma mea sa a ‘o agapo. Makua pogisa lava lau vaai i isi fesili ga iai.
Akogu ua maua lelei lava ai au i le faakamala ma le le saugi lelei.
Jane — Ia pau lava le mea fai faalelei le su ‘ega o le gagana Smoa taeao, aua a misi loa ua le alu ile tausaga
sefulu kolu! Fai mai le faiaoga a le pasi le level 2 o le Smoan, e le mafai ona alu i le level 3! O le sao lea?
Lota — Sao oe, pau ga o le makaupu e maukigoa ai le Excellence. Ou ke lelei lava ile kusikusi, kaukala ma
le kaliiga o fesili. Na o le presentation lava o loo fai ai siga ou popole oga ou ke makamuli e kaukala i luma o
kagaka e koakele. O a vaega o le suega ua uma oga e kapega iai?
Jane — Ua uma ona ou tapena i tusitusiga ae faigata tele ia te au ona faaaoga upu faaaloalo ma alagaupu. Ua
ou taumafai ina ia aua nei umi au tusitusiga, ae ia lelei manatu ma le faalautelega o manatu taitasi. Ia manino
foi ni mau e lagolago ai manatu taitasi. O le taliga o fesili ou te popole tele iai. O a ni metotia o e faaaogaina
mo lea vaega e aoga mo au?
Lota — Mea muamua, faalogo lelei i le kaimi e faikau ai le kala ae aua eke kusikusi. Faikau loga 2, kusi gi au
notes i lalo ma kaumafai e malamalama i le auku o le kala. A iai se avagoa, faikau muamua fesili oga e
kaumafai lea e faalogo i gai kali e kau fekaui ma fesili i le kaimi e faikau ai. O le isi mea kaua, kali uma fesili
– kusa lava pe eke le maukigoa – kusi i lalo se kali. Eke le iloa lava le laki!
Jane — Faafetai tele mo lau fesoasoani. Fa soifua ma aua le moe umi nei tei ua e tuai i le suega.
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A phone conversation between Lota (a native speaker) and Jane (a learner of gagana Smoa) about their
upcoming school exams.
Text type
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Jane uses conversational features to communicate her ideas, for example, short sentences:
Oka! Laki ae pasi. Ae a lau suega Numela?
Jane demonstrates her ability to produce extended text when, for example, she communicates detailed
information about how she is planning to improve the quality of her writing:
Ua ou taumafai ina ia aua nei umi au tusitusiga, ae ia lelei manatu ma le faalautelega o manatu taitasi.
Ia manino foi ni mau e lagolago ai manatu taitasi.
She uses a compound sentence with a subordinate clause to communicate an opinion:
Fai mai le faiaoga a le pasi le level 2 o le Smoan, e le mafai ona alu i le level 3!
She uses a variety of sentence patterns, for example:
Ua uma ona ou … Ua ou taumafai ina ia … Ia manino foi ni mau e … O a ni metotia o e faaaogaina
mo lea vaega e aoga mo au?
Jane asks Lota for guidance on comprehension strategies:
O a ni metotia o e faaaogaina mo lea vaega e aoga mo au?
Jane provides supporting evidence (from the teacher) about who will be eligible to take gagana Smoa level 3:
As they explore each other’s views, Lota and Jane construct new knowledge. They give and gain information,
opinions, and advice that they each find useful. Jane acknowledges this when she thanks Lota:
Faafetai tele mo lau fesoasoani.
Jane shares the difficulties she encountered in her exam:
Fiu e mafaufau isi mea sa fai i le aoga. Matua faigata tele lava le suega. Laki ae pasi.
She has ideas on how to improve her writing skills in the gagana Smoa exam:
Ua ou taumafai ina ia aua nei umi au tusitusiga, ae ia lelei manatu ma le faalautelega o manatu taitasi.
Jane provides her views on the preparation needed for the written exam and highlights possible areas where
she needs guidance:
Ua uma ona ou tapena i tusitusiga ae faigata tele ia te au ona faaaoga upu faaaloalo ma alagaupu … O
a ni metotia o e faaaogaina mo lea vaega e aoga mo au?
Jane uses teacher evidence to justify her view about the importance of passing the gagana Smoa exam:
Ia pau lava le mea fai faalelei le su ‘ega o le gagana Smoa taeao, aua a misi loa ua le alu ile tausaga
sefulu kolu!
Jane encourages Lota to do well in the exam. She supports the policy of allowing only those who pass level 2
to take level 3:
Ia pau lava le mea fai faalelei le su’ega o le gagana Smoa taeao, aua a misi loa ua le alu ile tausaga
sefulu kolu!
She asks Lota to confirm the teacher’s policy:
O le sao lea?
She shows her support for Lota’s advice by thanking him:
Fa ‘afetai tele mo lau fesoasoani. She has clearly found the discussion useful.
Jane then gives Lota advice that he may find challenging:
Fa soifua ma aua le moe umi nei tei ua e tuai i le suega.
The interaction consists of a combination of short and long sentences, for example:
Oka! Matua faigata tele lava le suega; Laki ae pasi; Ae a lau suega Numela? Ua ou taumafai ina ia aua
nei umi au tusitusiga, ae ia lelei manatu ma le faalautelega o manatu taitasi. Ia manino foi ni mau e
lagolago ai manatu taitasi.
Jane sustains the interaction by asking Lota questions that invite a response:
Ae a lau suega Numela? O a ni metotia o e faaaogaina mo lea vaega e aoga mo au?
She also responds to Lota’s questions, for example:
O a vaega o le suega ua uma oga e kapega iai?
The topic of the conversation is clearly of high interest to Jane and Lota for they both have plenty to say. For
example, Jane talks about her preparation and difficulties, then asks Lota a question so that he can contribute
to the conversation:
Ua uma ona ou tapena i tusitusiga ae faigata tele ia te au ona faaaoga upu faaaloalo ma alagaupu. Ua ou
taumafai ina ia aua nei umi au tusitusiga, ae ia lelei manatu ma le faalautelega o manatu taitasi. Ia
manino foi ni mau e lagolago ai manatu taitasi. O le taliga o fesili ou te popole tele iai. O a ni metotia o
e faaogaina mo lea vaega e aoga mo au?
Interpreting ways in which the language is organised in different texts and for different purposes
The interaction illustrates features of informal conversation, for example, short sentences and one word
response:
Suga o a mai? … Oka!
The phone conversation is informal in tone, for example, when Lota uses a colloquial phrase:
… makua gimo uma mea sa a’o agapo. Makua pogisa lava lau vaai … Oka!
This is an extract from a phone conversation, so the conventional openings and closings do not appear.
The interaction includes use of both the formal 't' and everyday 'k' styles of communication. For example:
Ok a! Fiu e mafaufau isi mea sa fai i le aoga. Matua faigata tele lava le suega. Laki ae pasi.
Faapega foi au, makua gimo uma mea sa a’o agapo. Makua pogisa lava lau vaai i isi fesili ga iai.
When Jane and Lota refer to achievement standard levels and types of passes, they use the English words, as
when Jane says:
Lota also uses English words when he refers to the exams; for example, le Excellence; Na o le presentation
lava. Because NCEA has such a high profile in New Zealand secondary education, technical terms specific to
NCEA have made their way into gagana Smoa and other languages, especially their spoken forms.
As this extract is from a phone conversation, features of spoken language such as pronunciation, intonation,
rhythm patterns, delivery speed, audibility, and stress patterns contribute to the overall effectiveness of the
communication and must be considered.
TOP
Students could explore how the issues raised could be presented (in gagana Smoa) using different text types,
for example, speech, video presentation, debate, radio talkback, poem, or online chat. What language,
conventions or protocols would students need to know and use/observe when creating such texts? What
levels of language would they use? What resources and stimulus material could they use? What comparisons
and connections can they make with equivalent texts in English (and in their own languages and cultures)?
Establish a relationship with a school in Smoa or elsewhere in New Zealand and set up an online chatroom
where students can use gagana Smoa to discuss matters that are relevant to them.
Example 1: Too much TV
Ki he ‘Etita,
‘Oku ou tui fakapapau ‘oku fu ‘u lahi ‘aupito ‘a e sio TV ‘a e fanau ako´. Na ‘e talamai ‘e hoku feleni´ ‘oku
‘ikai ha taha lahi ia ‘i honau ‘api´ he tuku ‘a e ako´. Ko ia, ‘oku fa ‘iteliha p ia he ngaahi polokalama TV ‘oku
sio ai´.
‘Oku h mahino mei heni ‘a e ngaahi me ‘a´ ni. ‘Uluaki´, ‘oku lahi hono li ‘aki ta ‘etokanga ‘i ‘o e fanau ‘i
‘api´. Ua´, ‘oku ‘ikai ke sivi ‘i ‘e he matu ‘a pe ‘oku taau ‘a e polokalama ‘oku mamata ai ‘a e fanau´. Faka
‘osi´, ‘oku ‘ikai lava ke fakapapau ‘i ‘oku ako pe fai homueka ‘a e fanau´ ‘i ‘api.
‘Oku ou tui ko hono ola´ eni ‘oku h ‘i he to ‘onga ‘a e fanau´ he taimi´ ni. Mei he ngaahi fakamatala ‘a e
nusipepa´, ‘oku nau pehe ‘oku fu ‘u lahi ‘a e fuhu´, lea ta ‘etaau´, anga ta ‘efaka ‘apa ‘apa ‘a e fanau´, mo e ta
‘etokanga ki he ako´. ‘Oku peh ‘e he ni ‘ihi, ‘oku fekau ‘aki ‘a e sio he ngaahi polokalama k, tau fana´,
tamate´ mo e fuhu he TV´ pea mo e to ‘onga ‘oku h mei he ‘etau fanau´.
‘I he ‘ene ph ‘oku mahu ‘inga ke sivi ‘i ‘a e polokalama kotoa p pea toki hulu he TV. ‘Oku mahu ‘inga foki
ke poupou mai mo e matu ‘a´ mei ‘api ‘i hono ‘ai ha ngaahi polokalama ke mo ‘ua ki ai e taimi e fanau´.
Kapau te tau ngue fakataha, te tau lavame ‘a. Pea ‘oku ou ‘ilo pau, ‘e tupu hake ‘etau fanau´ he kaha´ u ‘i ha
‘takai lelei, ‘oku nau mamata mo ako ai he ‘ulungaanga faka ‘apa ‘apa´, talangofua´, mo e ako mlohi´.
Faka ‘apa ‘apa atu
Rebekah Faith
TOP
Rebekah, a year 12 learner of Tongan, writes a letter to the editor of a Tongan community newspaper in New
Zealand expressing her concerns that children are spending too much time watching TV unsupervised.
Text type
Newspaper article, expository. Productive.
TOP
Rebekah relays information from a personal conversation with a friend:
Na ‘e talamai ‘e hoku feleni ‘oku ‘ikai ha taha lahi ia ‘i honau ‘api he tuku ‘a e ako.
Rebekah expresses certainty about her belief:
‘Oku ou tui fakapapau. ‘Oku ha mahino mei heni.
She expresses her ideas in sequence:
‘Uluaki, ‘oku lahi … Ua … Faka ‘osi …
She identifies behavioural consequences of allowing unsupervised TV time and failing to censor programmes
and videos:
… ‘oku nau pehe ‘oku fu ‘u lahi ‘a e fuhu´, lea ta ‘etaau´, anga ta ‘efaka ‘apa ‘apa ‘a e fanau´, mo e ta
‘etokanga ki he ako´.
Rebekah suggests steps parents can take to avoid negative behaviours in school, for example:
… ke sivi ‘i ‘a e polokalama kotoa p pea toki hulu he TV. ‘Oku mahu ‘inga foki ke … ‘ai ha ngaahi
polokalama ke mo ‘ua ki ai e taimi e fanau´.
Rebekah uses the media to support her argument:
Mei he ngaahi fakamatala ‘a e nusipepa, ‘Oku pehe ‘e he ni ‘ihi.
Rebekah quotes the views of others:
‘Oku pehe ‘e he ni ‘ihi, ‘oku nau peh, ngaahi fakamatala ‘a e nusipepa.
Rebekah’s readers will be challenged to explore their own views in relation to the ideas that she is
expressing.
Rebekah proposes an alternative course of action:
… mahu ‘inga ke sivi ‘i ‘a e polokalama kotoa p pea toki hulu he TV … ‘ai ha ngaahi polokalama ke
mo ‘ua kiai e taimi e fanau´.
She expresses conditions and possible consequences:
Kapau te tau ngue fakataha, te tau lavame ‘a … ‘e tupu hake ‘etau fanau ‘i ha ‘takai lelei, ‘oku nau sio
mo ako ai he ‘ulungaanga faka ‘apa ‘apa, talangofua, mo e ako mlohi.
She shares her views on the subject:
‘oku mahu ‘inga ke sivi ‘i ‘a e polokalama. ‘Oku ou tui fakapapau ‘oku fu ‘u lahi ‘aupito ‘a e sio TV ‘a
e fanau ako.
Rebekah draws connections between an action and its consequences:
‘Oku ou tui ko hono ola´ eni ‘oku h ‘i he to ‘onga ‘a e fanau´ he taimi ni … ‘oku fekau ‘aki ‘a e sio he
ngaahi polokalama k … mo e to ‘onga ‘oku ha mei he ‘etau fanau´.
She interprets and presents information:
‘Oku ha mahino mei heni … ‘oku lahi hono li ‘aki ta ‘etokanga ‘i ‘o e fanau ‘i ‘api; ‘oku ‘ikai … ako
pe fai homueka ‘a e fanau´ ‘i ‘api.
Rebekah expresses her views on censorship:
mahu ‘inga ke sivi ‘i ‘a e ngaahi polokalama kotoa p pea toki hulu he TV.
She issues a challenge to parents:
Ka ‘oku toe mahu ‘inga p foki ke poupou mai mo e matu ‘a mei ‘api.
She demonstrates an understanding of causal factors and effects:
‘Oku ha mei heni ‘a e me ‘a lalahi ‘e tolu … ‘oku lahi hono li ‘aki ta ‘etokanga ‘i ‘o e fanau ‘i ‘api …
‘oku ‘ikai ke sivi ‘i ‘e he matu ‘a pe ‘oku taau ‘a e polokalama ‘oku sio ai ‘a e fanau.
Rebekah’s ideas will support or challenge the views of her readers.
The text illustrates the use of conjunctions, for example, mo e, to join main clauses:
Mei he ngaahi fakamatala ‘a e nusipepa´, ‘oku nau peh ‘oku fu ‘u lahi ‘a e fuhu, lea ta ‘etaau, anga ta
‘efaka ‘apa ‘apa ‘a e fanau´, mo e ta ‘etokanga ki he ako´.
Rebekah structures her letter well, with one idea per paragraph:
… fu ‘u lahi e sio TV … me ‘a lalahi … to ‘onga ‘a e fanau … me ‘a ke fai …
While most of the letter is expressed in the present tense, there is some variation; for example, when Rebekah
uses nae to refer to the past:
Na ‘e talamai ‘e hoku feleni ‘oku ‘ikai ha taha lahi ia ‘i honau ‘api he tuku ‘a e ako.
Rebekah uses language that expresses time; for example:
tuku ‘a e ako´; he taimi´ ni; he kaha ‘u, and place, for example, honau ‘api´; ‘takai lelei.
The letter exemplifies the use of descriptive words to portray the kinds of behaviour believed to result from
watching too many violent and unsuitable movies:
fu ‘u lahi ‘a e fuhu; lea ta ‘etaau; anga ta ‘efaka ‘apa ‘apa ‘a e fanau´; mo e ta ‘etokanga ki he ako´.
purposes
Letter writing conventions are used; for example, when addressing the editor:
Ki he ‘Etita, and when closing: Faka ‘apa ‘apa atu.
While the letter mostly uses lea tavale or everyday language (for example, sio, sivi ‘i, talamai, to ‘onga),
there are instances of lea fakamatpule (for example, taau and mamata). This is acceptable when writing in lea
faka-Tonga, as clarity is of the utmost importance.
As letters to the editor are constrained by a word limit, the letter is carefully worded, concise, and to the
point. This can be seen in the opening line, which gives a brief overview of the subject:
‘Oku ou tui fakapapau ‘oku fu ‘u lahi ‘aupito ‘a e sio TV ‘a e fanau ako´.
TOP
Students could explore how the same issue could be presented using different text types and to different
audiences, for example, as a speech, video presentation, debate, or song. What language, conventions or
protocols might students use/observe when creating such texts? What stimulus material might they use? What
comparisons could they make with English and their own languages?
Example 2: Healthy living article
Ko e fakahinohino ki he mo‘ui lelei´
‘Oku ke fie mo ‘ui fuoloa mo mo ‘ui lelei?
Kuo ‘osi fakamo ‘oni ‘i ‘e he ngaahi fakatotolo fakasaienisi ‘e lava ‘eni ‘o kapau te ke fakamlohisino ma ‘u
p, pea ma ‘u ‘a e me ‘akai fakatupu mo ‘ui lelei.
Ko e lava ‘etau ngue faka ‘aho´, ko e mo ‘ui lelei hotau sino´.
‘Oku mahu ‘inga ke ‘oua te tau fokoutua ‘i ha fa ‘ahinga mahaki.
Ko e kakai mahamahaki´ ko e fakakavenga lahi ki he Potungue Mo ‘ui´ mo e Pule ‘anga´.
‘Oku mahu ‘inga ke tau ngue leva ki ai ke tau mo ‘ui lelei mo fiefia foki.
T e lango´ kei mama‘o
… ‘aki hao fakapapau’ i ‘oku ke …
Ma‘u ‘a e me‘akai: Vesitapolo, fua ‘i ‘akau; m uite; hu ‘akau mei he hina tapuni lanu pl vaivai´; kakano ‘i
manu ‘oku ‘ikai ke ngako´.
Fakamlohisino hang ko e: kaka he sitepu´; luelue he ‘aho kotoa; va ‘inga mo e fnau´; kosi mo hiko ‘a e
musie´; luelue ki he ngue´ kapau ‘oku ke nofo ofi ai.
Manatu‘i foki kuo pau ke´ ke
Kai ‘a e me ‘akai ngaohi ‘i ‘api; ‘oua ‘e kai e me ‘akai fakatau mei falekai´; ma ‘u fale ‘i mei ho ‘o toketa´;
kai pongipongi ma ‘u p he ko e houa kai mahu ‘inga ia; lau ‘a e ngaahi fakahinohino he me ‘akai ‘oku ke
fakatau´; pea inu vai he lolotonga ‘a e ‘aho´.
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A magazine article (adapted), which provides instructions and advice on healthy living.
Text type
Magazine article, persuasive writing. Receptive.
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The writer suggests what might happen if you eat well:
‘E lava ‘eni ‘o kapau te ke Fakamlohisino ma ‘u pe …
The writer provides information and ideas on how to stay healthy and live a long life:
Ma ‘u ‘a e me ‘akai vesitapolo, fua ‘i ‘akau … kaka he sitepu; luelue he ‘aho kotoa.
The writer uses scientific evidence to support the views expressed:
Kuo ‘osi fakamo ‘oni ‘i ‘e he ngaahi fakatotolo fakasaienisi ‘e lava ‘eni ‘o kapau.
The writer develops and shares views on health concerns, for example, how lifestyle diseases can be a drain
on the country’s resources:
pea ‘oku hoko ia ko e fakakavenga lahi ki he Potungaue Mo ‘ui mo e Pule ‘anga.
They suggest that prevention is better than cure:
T e lango´ kei mama ‘o … ‘aki ho ‘o …
They recognise the link between a healthy life and the ability to function well – each supports the other:
Ko e lava ‘etau ngue faka ‘aho, ko e mo ‘ui lelei hotau sino.
The writer states that the information and advice presented in the article has been confirmed by scientific
research; for example:
Kuo ‘osi fakamo ‘oni ‘i ‘e he ngaahi fakatotolo fakasaienisi ‘e lava ‘eni ‘o kapau.
The writer uses a well-known Tongan proverb: 'T e lango´ kei mama ‘o', which says it is best to be prepared
well ahead of time. 'Lango' refers to the wooden board or slip on which a boat is drawn ashore. It is better to
prepare the slip well before it is needed in case strong winds arrive unexpectedly and the boat can’t be hauled
high and dry. This proverb is used to emphasise and justify the idea that prevention is better than dealing with
consequences.
The article challenges readers with a question:
‘Oku ke fie mo ‘ui fuoloa mo mo ‘ui lelei?
The article challenges people to adopt a healthy lifestyle:
Kai ‘a e me ‘akai ngaohi ‘i ‘api; ‘oua ‘e kai e me ‘akai fakatau mei falekai.
The writer uses short phrases and bullets to make it easy for the readers to follow and access the ideas, for
example:
Vesitapolo, fua ‘i ‘akau; m uite; hu ‘akau mei he hina tapuni lanu pl vaivai; kakano ‘i manu ‘oku ‘ikai
ke ngako.
The writer uses verbs to emphasise action and to give the advice a commanding tone. For example:
Ma ‘u ‘a e me ‘akai, fakamalohisino, manatu ‘i ke … Ngaohi … Talanoa … kai … lau … luelue … va
‘inga …
The article mostly uses lea tavale (everyday language), as can be seen in the use of words such as 'kai',
'luelue', 'kosi', 'kaka', 'hiko', 'nofo', 'mahamahaki'. But it is a carefully chosen and respectful form of 'lea
tavale'.
The article also contains some instances of 'lea fakamatpule'; for example, 'fokoutua, ma ‘u' (in reference to
'kai' [eat]). This is because the equivalent words in 'lea tavale' are considered not sufficiently respectful. The
writer chooses this mix of 'lea tavale' and 'lea fakamatpule' to ensure that the message is easily understood
and that readers are not offended by less acceptable language forms.
The author uses persuasive devices to add urgency to recommendations; for example:
fakapapau ‘i ke ke … manatu ‘i kuo pau ke ke … mahu ‘inga ke tau ngue leva ki ai.
TOP
Students could prepare a speech in lea faka-Tonga based on the proverb 'Ta e lango´ kei mama ‘o'. What
language and cultural knowledge might they need to know and use for their speech to be successful?
Students could investigate other lea faka-Tonga texts (oral, written, and visual) on health issues and use ideas
from them to create texts of their own for different audiences. Texts could be, for example, letter, poster,
video presentation, speech, song, or debate. For each text type, what language and cultural knowledge would
students need to be effective?
Example 3: Polyfest every two years?
Kalolaine — Mal e lelei kau fanongo kae ‘at ke tau ptalanoa ‘i he kaveinga. ‘Oku totonu ke fakahoko fakata
‘u ua ‘a e fe ‘auhi faiva ‘a e ngaahi ako´. Ben, mal ho ‘o lelei. Ko e h ho ‘o lau ki he kaveinga´ ni?
Ben — Mal e lelei Kalolaine. ‘Oku ou poupou au ke fai fakata ‘u ua koe ‘uhi´ he ‘oku lahi ange ‘a e taimi
ako faiva he Teemi 1´, ‘i he ‘eku tokanga ki he ako´.
Kalolaine — He ko e h e lahi e taimi ako faiva´ Ben?
Ben — ‘Oku toki fai pe ia he tuku ‘a e ako he houa ‘e 1 pe 2 ka ‘oku ‘ikai keu lava au ‘o tokanga ki he ako´
he ‘oku ou fakakaukau pe au ke fei mo tuku ‘a e ako´ kau ‘alu ‘o fiefia he ako faiva´.
Kalolaine — Ko koe p Ben ‘oku peh pe ‘oku fai peh mo e tamaiki kehe´?
Ben — ‘Oku tokolahi ‘a e tamaiki ‘oku fai peh.
Kalolaine — Mal ‘aupito e vahevahe mai´ Ben ka tau fanongo kia Jane. Ko e h ha ‘o lau ‘au Jane?
Jane — Mal e lelei Kalolaine, ‘oku ou sai ‘ia ke fai p he ta ‘u kotoa. ‘Oku mahu ‘inga ke tau ‘ilo ki he ‘etau
faiva´ he ko ‘etau koloa tukufakaholo, pea ‘oku mo ‘oni e lau ‘a e kau fakatotolo´, ka tuku´ ‘e ‘i ai e fnau ia
‘e vale he faiva fakaTonga´ pea ngalingali ko e kamata ia ‘ene mole´.
Kalolaine — Jane, ko e h ‘a e faiva kuo ke poto ai´?
Jane — ‘Oku ou poto he ma ‘ulu ‘ulu´, sk´ mo e lakalaka´. Pea ‘oku sai mo ‘eku lea fakaTonga´ he ‘oku mau
lea fakaTonga he lolotonga ‘a e ako faiva´.
Kalolaine — Mal e t mai Jane. Fakamal atu ki he ngaahi ‘uhinga lelei kuo tau fanongo ki ai mei he ‘etau
fanau´. Mal ‘aupito ho ‘omou me ‘a mai’, ka mou me ‘a .
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A radio talkback show. The host, a native speaker of Tongan, invites learners of Tongan to share their views
on the topic, 'the ASB POLYFEST should be held every two years'. Ben and Jane provide their views.
Text type
Structured interview. Interactive.
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Ben and Jane present their views on the topic:
‘Oku totonu ke fai fakata ‘u ua … ‘oku ou sai ‘ia au, ‘oku ou poto au.
Jane expresses her views and supports them with reasons; for example:
‘oku ou sai ‘ia ke fai p he ta ‘u kotoa. ‘Oku mahu ‘inga ke tau ‘ilo ki he ‘etau faiva´ ko ‘etau koloa
tukufakaholo.
The host expresses her appreciation to callers for their views and the reasons they have provided to justify
their views:
Fakamal atu ki he ngaahi ‘uhinga lelei kuo tau fanongo ki ai mei he ‘etau fanau´.
The speakers mostly use the simple present tense, for example:
‘oku ou, ‘oku totonu, ‘oku sai pe, ‘oku mau … fakamal atu … as is appropriate when sharing views on
a live show.
The text illustrates the use of singular and plural possessive pronouns:
Ou, au, tau, ho ‘omou, he ‘etau, mou, ‘eku, ho ‘o, he ‘eku, ‘etau.
Sentences vary in structure. Some are simple, as in the greeting:
Mal e lelei Kalolaine.
But when the callers are expressing opinions, they use extended sentences. For example:
‘Oku mahu ‘inga ke tau ‘ilo ki he ‘etau faiva´ he ko ‘etau koloa tukufakaholo, pea ‘oku mo ‘oni e lau
‘a e kau fakatotolo, ka tuku ‘e ‘i ai e fanau ia ‘e vale he faiva fakaTonga’ pea ngalingali ko e kamata ia
‘ene mole.
When asked to elaborate whether other students are also affected, Ben implies that other students share his
view:
‘Oku tokolahi ‘a e tamaiki ‘oku fai peh?
Jane evaluates views expressed by some researchers; for example:
pea ‘oku mo ‘oni e lau ‘a e kau fakatotolo´, ka tuku ‘e ‘i ai e fanau ia ‘e vale he faiva fakaTonga´ pea
ngalingali ko e kamata ia ‘ene mole´.
Ben explains why he supports a biennial Polyfest:
‘Oku ou poupou au ke fai fakata ‘u ua. Ko e ‘uhinga he ‘oku lahi ange ‘a e taimi ako faiva he Teemi 1
…
Jane responds by talking about how her view is shared by others:
… Ka tuku ‘e ‘i ai e fnau ia ‘e vale he faiva faka-Tonga …
Ben justifies his opinion that Polyfest should be biennial:
‘Oku ou poupou au ke fai fakata ‘u ua, koe ‘uhi´ he ‘oku lahi ange ‘a e taimi ako faiva he Teemi 1, ‘i
he ‘eku tokanga ki he ako´.
Jane supports her viewpoint with a reason:
‘Oku mahu ‘inga ke tau ‘ilo ki he ‘etau faiva´ he ko ‘etau koloa tukufakaholo.
Ben argues for a particular course of action:
‘Oku ou poupou au ke fai fakata ‘u ua koe ‘uhi he ‘oku lahi ange ‘a e taimi ako faiva he Teemi 1, ‘i he
‘eku tokanga ki he ako.
Ben reports his evaluation of other students’ reactions:
‘Oku tokolahi ‘a e tamaiki ‘oku fai peh.
The speakers use connectives to join phrases and clauses, for example:
Koe ‘uhi, ka, mo e, pea, he.
The callers greet the host and chat about their viewpoints. For example:
… kae ‘at ke tau ptalanoa ‘i he kaveinga; Ko e h ho ‘o lau ki he kaveinga ni? Ko koe p Ben ‘oku peh
pe ‘oku fai peh mo e tamaiki kehe´.
purposes
The callers and talkback host, Kalolaine, observe greeting protocols at the beginning of their conversation;
for example:
Ml e lelei.
Formulaic expressions are used to greet others and begin the show:
Ml e lelei kau fanongo kae ‘at ke tau ptalanoa ‘i he kaveinga.
Kalolaine concludes the show with a formulaic expression:
Mal ‘aupito ho ‘omou me ‘a mai, ka mou me ‘a .
TOP
Organise the nearest Tongan radio station to host a talkback show on a specified topic for your students to
participate in.
What topic would your students choose?
What language and cultural knowledge would they need to demonstrate to communicate their views
effectively?
What level of language would they use?
What resources would they need? For example, they could research the topic prior to the talkback session by
interviewing a speaker of the language who has knowledge of the topic, getting information from newspaper
articles, television news, statistics, etc.
Students could compare talkback shows in other languages and cultures.
Students could explore whether Polyfest (or other cultural festival) should be an annual or biennial event.
They could then present and justify their views in a range of text types (oral, written, visual).
Students can use language variably and effectively to express and justify their own ideas and opinions and
support or challenge those of others. They are able to use and identify the linguistic and cultural forms that
guide interpretation and enable them to respond critically to texts.
The three communication objectives work together; the objectives for language knowledge and cultural
Communication
communicate information, ideas, and opinions through increasingly complex and varied texts
explore the views of others, developing and sharing personal perspectives
engage in sustained interaction and produce extended text.
Language knowledge
Students will:
analyse ways in which the target culture(s) is (are) organised for different purposes and for different
audiences
analyse ways in which the target language is organised in different texts and for different purposes.
Cultural knowledge
Students will:
analyse how the use of the target language expresses cultural meanings
explore how linguistic meaning is conveyed across languages.
The step up from level 7 to 8
At level 7, students begin to engage in sustained interactions and produce extended texts as they explore the
views of others and develop and share personal perspectives. The content and language of the communication
is targeted to include the expression and justification of their own ideas and opinions, as well as supporting
and challenging the ideas and opinions of others. Students are able to respond to increasingly complex and
varied texts.
At level 8, students should be encountering a greater range and complexity of text types than at level 7. They
should be able to engage in increasingly sustained interactions and to produce and respond to a variety of
increasingly complex texts. The step up to level 8 also involves a more deliberate and effective use of
language as students learn to identify and select the appropriate language and cultural knowledge they need
to use to communicate effectively with different audiences and for different purposes.
level.
L8 CEs: Chinese
L8 CEs: Japanese
L8 CEs: French
L8 CEs: German
L8 CEs: Spanish
L8 CEs: Gagana Smoa
L8 CEs: Tongan
Level 8.
Students are expected to engage with and respond clearly and critically to a variety of extended texts,
including authentic texts (those not created or modified specifically for language learners).
They are expected to use the language more variably (flexibly) and with greater effectiveness (fitness for
purpose and appropriateness), at times in sustained interactions and extended texts. They are expected to
explore the views of others, develop and share personal perspectives, and justify, support, or challenge ideas
and opinions in different situations and on matters that are beyond their immediate experience. In all their
output, it is expected that students will use their developing knowledge of linguistic and cultural forms to
help them create meaning.
The following context elaborations are examples for teacher guidance only. They should not be used as
assessment tools.
Example 1: Dialogue
—
Mary —
—
Mary —
—
Mary —
—
Mary —
— “”
Mary —
—
TOP
Xiaohua is an international student from China. He is engaged in dialogue with his Kiwi friend Mary about
why he is attending a single-sex school in New Zealand.
Text type
TOP
Communicating information, ideas, and opinions through extended and varied texts
Mary expresses wishes and aspiration for the future:
The duplication of the verb indicates spoken language.
The use of shows that the relationship between the speakers is informal.
Mary’s use of interrogative pronouns as rhetorical questions emphasise or challenge an idea and opinion;
affirmative meaning is conveyed through a negative form and vice versa
Mary uses and to soften tone and to express mood.
In the sentence , the use of indicates the academic knowledge contained in the textbooks.
pronunciation, intonation, rhythm patterns, delivery speed, audibility, stress patterns, and tones have a
bearing on the overall effectiveness of the communication and must also be taken into consideration.
Exploring the views of others
Mary asks for further information and challenges an idea, for example:
Developing and sharing personal perspectives
Her use of / expresses and reinforces her own ideas.
Justifying their own ideas and opinions
Mary uses the interrogative pronouns to emphasise and reinforce one’s own opinion and perspectives.
Supporting or challenging the ideas and opinions of others
Mary uses interrogative pronouns as rhetorical questions This device also implicitly challenges an idea or
opinion.
Engaging in sustained interactions and producing extended texts
The examples and illustrate how Mary demands further explanation.
She uses and to show agreement and/or disagreement and to encourage and facilitate the flow of
conversation.
Exploring how linguistic meaning is conveyed across languages
The colloquialism is used to express the idea of 'nonsense' (literally, 'barbarian talk'). Traditionally, the Han
Chinese considered themselves the only civilised people and the centre of universe. Other peoples were
referred to as barbarians. Any ideas and opinions expressed by non-Han people were considered 'barbarian
talk', hence nonsense.
means 'concentrated on' or 'focused on' something. literally means 'heart' and is used to indicate the Chinese
concept of mind.
Analysing how the language expresses cultural meanings
The values of honour and respect in Chinese culture appear here in the concept of 'face' and embarrassment.
literally means 'to lose face'. Obedience to parents, especially the father’s wishes, is a form of respect.
Traditional gender roles in Chinese society are seen in the comment on expectations of male behaviour: It is
shameful for Chinese boys to sing and dance in public, as they are expected to behave in a disciplined and
controlled manner in public at all times.
Xiaohua uses the formulaic expression to change the topic of conversation and avoid confrontation. Mary
understands this cultural prompt and stops discussing this topic further with Xiaohua.
TOP
Explore traditional/modern gender roles in China and New Zealand, and how these change over time.
Study the etiquette for exchanging questions and expressing disagreement in Chinese and English, and
explore the values associated with these linguistic and cultural practices.
Compare and contrast aspects of the education systems in China and New Zealand and the values associated
with these.
Example 2: A Chinese girl writes a letter to her parents
Glossary
— jìngaìde — respectable, used to address the recipient of a letter
— huánjìng — environment
— szhu — Suzhou, a city in Southern China famous for its gardens
— héchun — river
— chángtú — long distance
— jngdin — tourist attractions
— huànjùhuàshu — in other words
— shntjiànkng — formulaic expression, 'wish you good health', used at the end of a letter
— wànshìrúyì — formulaic expression, 'wish you well', used at the end of a letter
Christchurch Christchurch
Christchurch
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Lanlan is a Chinese girl living in New Zealand. She is writing a letter to her parents back in China about their
upcoming trip to New Zealand.
Text type
Letter. Receptive.
TOP
The writer’s use of … indicates events happening in the near future.
Use of / to instruct and direct others to do something.
The writer uses the example of Christchurch / / to develop a comparison.
The formulaic expression indicates a change of topic.
The expression … shows a continuing change. This expression can be followed by an adjective. Here it
means 'getting colder and colder'.
The writer uses to present a hypothesis.
The writer uses the conditional and a hypothesis to explore the views of others:
The writer paraphrases the views of others, for example:
.
The writer uses an imperative to make a suggestion, for example:
.
The writer uses for emphasis.
The writer gives further explanation and justification through the use of:
, , , , …, …, .
The writer uses emotive language to express opinions and attitudes, for example:
and .
The writer expresses approval and pleasure in relation to the ideas of others, for example:
and .
The writer uses to suggest a course of action.
The writer uses hypothesis and the imperative to support the ideas and actions of others; for example:
How linguistic meaning is conveyed across languages
Verb duplication indicates spoken language; for example:
.
The text illustrates the use of formulaic expressions (opening and closing greetings) specific to the genre of
letter writing.
How language is used in the text to expresses cultural meanings
… and … are formulaic expressions used in letters to convey respect towards parents and elders.
The use of respectful salutations indicates respect towards elders.
The writer uses to suggest 'must' and 'by all means'.
TOP
Students could make comparisons between a Chinese city and a New Zealand city, and the provision and use
of public transport systems in both places. They could investigate aspects of visual and written language
associated with these systems, and make connections and comparisons across cultures.
Students could study and practice using the letter writing format to improve and consolidate knowledge of
the conventions of the genre in English and Chinese.
Example 3: History project
“”
Otago
Otago
“”
Helen Clark “”
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A student researches the history of Chinese emigration to New Zealand and then produces a report about a
particular group of Chinese immigrants.
Text type
Written report. Productive.
TOP
The students uses temporal expressions to switch between different timeframes and to sequence events from
the past; for example:
, , ,.
The writer emphasises information, ideas, and opinions:
’’.
The writer’s use of indicates the end of a clause:
.
The writer expresses wishes and aspiration for the future:
.
The writer expresses the purpose for a cause of action:
’’.
The text shows the use of historical facts to explore views of the poll tax:
.
The writer uses emotive language to express and share personal opinions and attitudes:
.
Justifying own ideas and opinions
The use of the conjunctions , , , provides elaborated explanation and justification.
The use of emotive language shows empathy and support for the perspectives and actions of others:
.
The writer uses the temporal expressions , , , , to sequence events from the past to present, allowing ideas
and information to be developed substantially and logically.
The writer introduces further information, for example:
…, …, , .
The text contains the expression to express the ideas 'hard work' and 'difficult life'.
The writer uses historical facts and deliberate discussion of cultural practices:
.
The miners worked hard and saved money. They then sent the money to their families in China. This shows
their work ethic and family values.
Historical facts and discussion of cultural practices show traditional Chinese family structure and support
system:
The writer’s use of reveals the importance of patriotism in Chinese culture.
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Students could investigate the history of Chinese immigrants in New Zealand from 1860s to present time, the
reasons for immigration, and the aspirations and attitudes of all involved.
They could compare and contrast family structure, family values, and support systems in Chinese and New
Zealand cultures. They could explore how such knowledge can contribute to effective intercultural
communication with speakers of Chinese.
Students could explore the concepts of mana and honour in Chinese and New Zealand societies, and how
these are represented in cultural and linguistic practices.
including authentic texts (those not created or modified specifically for language learners). They are expected
to use the language more variably (flexibly) and with greater effectiveness (fitness for purpose and
appropriateness), at times in sustained interactions and extended texts. They are expected to explore the
views of others, develop and share personal perspectives, and justify, support, or challenge ideas and
opinions in different situations and on matters that are beyond their immediate experience. In all their output,
it is expected that students will use their developing knowledge of linguistic and cultural forms to help them
create meaning.
assessment tools.
Example 1: Finding that first job
Glossary
les tranches d’âge — different age groups
rémunérer — to be paid
précarité — insecurity
Le premier emploi: Mission impossible?
Le taux de chômage des jeunes Français actifs (non-scolarisés) de 15 à 29 ans est un des plus élevés en
Europe. La raison principale? On parle d’une période économiquement difficile qui affecte toutes les tranches
d’âge. Mais à cela s’ajoute une raison plus spécifique aux jeunes: le manque d’expérience, ou plutôt
l’insistance de la majorité des employeurs à exiger une expérience. Pas d’emploi sans expérience. Mais
comment avoir de l’expérience sans emploi? Il existe des formations en alternance (études et expérience en
entreprise) mais elles ne sont pas possibles pour tous et n’existent pas dans tous les domaines.
Bien qu’ils soient moins bien rémunérés et qu’ils bénéficient de moins de protection sociale que leurs aînés,
trouver un emploi reste un parcours du combattant pour les plus jeunes, condamnés aux stages à répétition,
souvent non-rémunérés, à l’intérim et à des périodes de précarité plus ou moins longues. En effet, entre
chaque CDD (contrat à durée déterminée) qui ne dure souvent pas plus de deux ou trois mois, ils connaissent
de longues périodes de chômages non-payées.
La longueur des études n’est pas le seul paramètre dans l’obtention d’un emploi, les différentes filières n’ont
pas toutes les mêmes débouchés et certaines suscitent plus d’intérêt des employeurs que d’autres. Les besoins
d’une société en constante évolution changent vite. Vers quels métiers se diriger? On comprend l’angoisse
des jeunes à l’entrée de ce labyrinthe des formations offertes. Comment savoir lesquelles ouvriront la porte
vers non seulement un emploi, mais un emploi stable, qui puisse assurer leur autonomie financière et
l’indépendence auxquelles tant de jeunes aspirent?
From Bourdai, D. et al. (2008) Elan Oxford: OUP
TOP
Article referring to the difficulty young people in France have in getting their first job.
Text type
Expository article. Receptive.
TOP
The newspaper article follows the format of an expository text: headline, opening statement identifying the
topic or problem, body, conclusion.
Language is used in a variety of ways to present the information. For example, brackets are used to highlight
a category, and numerals are used for numbers instead of words as they are more immediately accessible to
the reader:
Le taux de chômage des jeunes Français actifs (non-scolarisés) de 15 à 29 ans est un des plus élevés en
Europe.
The writer presents the topic in general terms and then narrows the focus to the young people in question,
using language typical of expository writing:
Mais à cela s’ajoute une raison plus spécifique aux jeunes …
A clever headline, Mission Impossible?, is used to grab the reader’s attention.
The writer uses an indirect question to conclude the article. This technique highlights the impossibility of
knowing who to ask directly, thus reinforcing the sense of helplessness:
Comment savoir lesquelles ouvriront la porte vers non seulement un emploi, mais un emploi stable, qui
puisse assurer leur autonomie financière et l’indépendance auxquelles tant de jeunes aspirent?
The writer alludes to the views of others:
On parle d’une période économiquement difficile qui affecte toutes les tranches d’âge.
The writer uses techniques such as rhetorical questions:
Mais comment avoir de l’expérience sans emploi? Vers quels métiers se diriger? to stimulate a
response from the reader before proceeding to give their own response.
By concluding with an expression of helplessness, the writer invites readers to think of possible solutions to
the problem in question.
The writer introduces and develops a theme, giving the reader facts rather than opinions:
Il existe des formations en alternance (études et expérience en entreprise) mais elles ne sont pas
possibles pour tous et n’existent pas dans tous les domaines.
The writer concludes with a series of questions, both direct and indirect, using language designed to stir
readers’ emotions:
Vers quels métiers se diriger? … Comment savoir lesquelles ouvriront la porte vers non seulement un
emploi, mais un emploi stable, qui puisse assurer leur autonomie financière et l’indépendance
auxquelles tant de jeunes aspirent?
The writer gives examples of the difficulties that young people encounter in finding a regular job:
trouver un emploi reste un parcours du combattant pour les plus jeunes, condamnés aux stages à
répétition, souvent non-rémunérés, à l’intérim et à des périodes de précarité plus ou moins longues.
The writer offers a balanced overview of the issues. Readers are likely to agree with rather than be challenged
by statements such as:
La longueur des études n’est pas le seul paramètre dans l’obtention d’un emploi, les différentes filières
n’ont pas toutes les mêmes débouchés et certaines suscitent plus d’intérêt des employeurs que d’autres.
How lingusitic meaning is conveyed across languages
The word labyrinthe is used as a metaphor. The concept of 'labyrinth' is known across many languages.
Use of sigles (acronyms) is specific to each language: entre chaque CDD (contrat à durée déterminée). While
CDD has been explained in this text, it is not usual for acronyms to be explained in texts prepared for French
readers.
The word stage (meaning 'course') is quite different from the English 'stage' and its various meanings.
The meaning of the word actif (working, employed) in this context can be compared with the meanings of the
English word 'active' as used in different contexts.
How language is used in the text to express cultural meanings
The heading Mission Impossible? comes from TV and has specific connotations. Its use as a question is
designed to invite a response from the reader.
The expression protection sociale is equivalent to our 'social welfare' or '(unemployment) benefit'. The use of
protection in French is worth investigating for its use and meanings in different contexts, and the values it
encapsulates.
TOP
Investigate whether New Zealand employers offer better employment opportunities for young people (15–29
years) than employers in France.
Explore the question 'Les besoins d’une société en constante évolution changent vite. Vers quels métiers se
diriger?' Is this also an issue for New Zealanders? What might New Zealand students say about their career
and job prospects if communicating with French students of a similar age?
Example 2: Communicating via Facebook
J’espère que vous connaissez le site social Facebook. Pour ceux qui ne le connaissent pas, une explication
rapide. Il s’agit d’un site social qui vous permet de communiquer avec les gens de votre réseau. Pour certains,
c’est une façon de rester en contact avec des amis qui vivent à l’étranger (c’est mon cas). Les autres
l’utilisent pour communiquer sans cesse, ils ont un besoin un peu bizarre de rendre tout public. Après, on
peut lire des messages du genre : ‘je viens de me brosser les dents, je vais promener mon chien, etc.’ On peut
devenir membre d’un grand nombre des groupes. Certains sont vraiment stupides et d’autres vous font au
moins rire. Hier, j’en ai trouvé un qui m’a amusé: ‘Amour? Non, merci. Si j’ai besoin de souffrir, je me
coince le bras dans la porte.’ Et pour les plus solitaires, c’est leur seule vie sociale, une substitution à la vie
réelle.
Adapted from a year 13 student’s writing
TOP
A description of Facebook as a means of communication.
Text type
Personal opinion, written. Productive.
TOP
The student uses impersonal voice to describe different types of users of Facebook:
Pour ceux qui ne le connaissent pas … certains sont vraiment stupides et d‘autres vous font au moins
rire.
To make the discussion more real, the student uses personal voice:
Hier, j’en ai trouvé un qui m’a amusé.
The text illustrates variations in sentence structure to express a range of ideas, for example:
Les autres l’utilisent pour communiquer sans cesse, ils ont un besoin un peu bizarre de rendre tout
public.
The writer uses a conversational tone, shown by the use of incomplete sentence patterns:
Pour ceux qui ne le connaissent pas, (je vous donne) une explication rapide.
The writer has not fully mastered the use of de after expressions of quantity:
On peut devenir membre d’un grand nombre des groupes. But this grammatical inaccuracy does not
interfere with the effectiveness of the communication.
The opening sentence is an invitation to readers to bring their own views to mind:
J’espère que vous connaissez le site social Facebook.
Rather than exploring the views of others, the writer puts forward a personal perspective that the reader may
or may not share:
Pour certains, c’est une façon de rester en contact avec des amis qui vivent à l’étranger (c’est mon cas).
The writer puts forward a perspective; its personal nature is reinforced by the text in brackets:
Pour certains, c’est une façon de rester en contact avec des amis qui vivent à l’étranger (c’est mon cas).
The writer justifies their opinion by selecting an example that provoked a response:
Certains sont vraiment stupides et d’autres vous font au moins rire. Hier, j’en ai trouvé un qui m’a
amusé: ‘Amour? Non, merci. Si j’ai besoin de souffrir, je me coince le bras dans la porte.’
The writer offers a viewpoint on why some feel the urge to make everything about themselves public on
Facebook:
Les autres l’utilisent pour communiquer sans cesse, ils ont un besoin un peu bizarre de rendre tout
public.
This observation will support or challenge the reader’s own views on matters such as privacy and
self-disclosure.
Engaging in sustained interactions and producing extended text
The writer uses a conversational tone and directly engages with the reader to begin an interaction:
J’espère que vous connaissez le site social Facebook.
The use of vous creates a tone of respect – one way in which the writer encourages readers to engage with the
text.
The writer gives a brief overview of Facebook to acknowledge all readers and include those who are not
familiar with the site:
Pour ceux qui ne le connaissent pas, une explication rapide.
The writer creates an extended text which includes personal opinion and invites the reader to join in the
thinking:
Certains sont vraiment stupides et d’autres vous font au moins rire.
The name Facebook was coined to identify the social networking site that is now known and accessed by
people all over the world.
The word 'genre' is used in both French and English contexts. In this text, genre is used with the general
meaning of 'sort, kind'. In English, the word means 'kind, sort or category' but its use is mostly restricted to
contexts such as art and literature.
Some abbreviations remain standard across languages, for example: etc.
The text illustrates the use of vous when addressing the reader to reinforce a conversational, but respectful
tone.
The text illustrates one person’s view of Facebook; such views inevitably have cultural origins. This can be
seen in the example the writer cites as amusing:
Amour? Non, merci. Si j’ai besoin de souffrir, je me coince le bras dans la porte.
The above example might not be considered amusing by another person (individual view) or by people from
other cultures (collective view).
TOP
Explore how young people in France use Facebook. What kinds of entries do they make? How do French
commentaries on Facebook categorise the uses of Facebook? How might this information help you
communicate with French speakers on Facebook?
Explore humour in French texts (oral, visual, written) and make comparisons with humour in equivalent
English texts. What themes and situations are chosen for humorous comment?
Example 3: Conversation with host mother
Madame Guindé — Quels sont les plats typiquement néo-zélandais?
Hannah — Euh! Bonne question! Alors, voyons voir un plat typiquement néo-zélandais! Un moment … je
réfléchis … À dire la vérité, je ne suis pas certaine d’en avoir un exemple. Ce n’est pas comme en France où
il existe tant de plats régionaux comme la choucroute ou le cassoulet. Si je devais vous recommander quelque
chose, je dirais essayer les biscuits secs, nous sommes très bec sucré nous les kiwis. Je pense notamment aux
afghans ou à la pavlova. Vous en avez entendu parler?
Madame Guindé — Non, je ne crois pas. Comment tu as dit? Une pavlova?
Hannah — Oui, la pavlova.
Madame Guindé — C’est un gâteau?
Hannah — Non. Ça ressemble à une grosse meringue – c’est léger mais très sucré. Sinon … [5 second pause]
Oh! j’allais oublier, ne ratez pas le fameux hangi, c’est un plat mori avec des légumes et de la viande cuite
dans la terre. C’est vraiment délicieux! Vous comprenez ce que je viens d’expliquer?
TOP
Extract from a conversation. Hannah, a New Zealand exchange student, and her host mother Madame
Guindé, discuss food over lunch.
Text type
TOP
In response to the question 'Quels sont les plats typiquement néo-zélandais?', Hannah offers her opinion on
which items she would identify as typical New Zealand foods.
Hannah is challenged by the question, and finds herself in an intercultural space. She buys time with
expressions such as:
Euh! Bonne question! Alors, voyons voir un plat typiquement néo-zélandais! Un moment … je
réfléchis … while she explores her thinking.
Hannah highlights for her host mother a key difference between the two countries:
Ce n’est pas comme en France où il existe tant de plats régionaux comme la choucroute ou le cassoulet.
Hannah is identifying herself as a New Zealander when she selects the hangi as a specifically New Zealand
meal, and attempts to describe it:
c’est un plat mori avec des légumes et de la viande cuite dans la terre.
Madame Guindé’s initial question challenges Hannah to explore her own views and come up with a response:
Euh! Bonne question! Alors, voyons voir un plat typiquement néo-zélandais! … À dire la vérité, je ne
suis pas certaine d’en avoir un exemple.
Using questions, Hannah involves her host mother in the conversation, asking her to connect the dishes she
mentions to whatever prior knowledge she may have:
Je pense notamment aux afghans ou à la pavlova. Vous en avez entendu parler?
Hannah’s selection of typical New Zealand items challenges those engaging with the text to think about
which dishes or foods they would select as typical if they were in a similar situation.
Hannah makes it clear that she is challenged by her host mother’s question:
À dire la vérité, je ne suis pas certaine d’en avoir un exemple.
Hannah shares a personal perspective by drawing on her knowledge of France and New Zealand:
Hannah justifies her choice of item by prefacing it with a conditional statement. This communicates her
uncertainty, and her sense of being obliged to respond to a question that she finds particularly challenging:
Si je devais vous recommander quelque chose je dirais essayer les biscuits secs.
Madame Guindé is supportive of Hannah’s efforts to think of examples of typical New Zealand dishes.
Hannah is clearly challenged by the question Madame Guindé puts to her. This can be seen by the way in
which she hesitates and then verbalises her difficulties:
Euh! Bonne question! Alors, voyons voir un plat typiquement néo-zélandais! … À dire la vérité, je ne
suis pas certaine d’en avoir un exemple.
The examples that Hannah offers may support or challenge the ideas and opinions of those who engage with
the text.
Hannah responds to her host mother’s question by thinking out loud and producing extended oral texts:
Euh! Bonne question! Alors voyons voir un plat typiquement néo-zélandais ! Un moment je réfléchis
…
She asks the question 'Vous comprenez ce que je viens d’expliquer?', which invites a response that will
sustain the interaction.
The same question also reveals how Hannah sustains the use of the pronoun vous throughout the text. There
is a clear difference between the consistent and appropriate use of vous in this sample, and the switch
between tu and vous in the level 7 sample.
Hannah uses appropriate conversational conventions to keep the dialogue going:
Un moment, je réfléchis; Euh (hesitation marker), Sinon …
She gives examples, then immediately checks the other’s comprehension:
Je pense notamment aux afghans ou à la pavlova. Vous en avez entendu parler?
Checks like this are a means of sustaining interaction.
Hannah refers to herself as a kiwi. In French contexts, the word kiwi can refer to kiwifruit and Kiwi shoe
polish. So the meaning of the word in this context may not be immediately clear to the host mother.
Hannah uses idiomatic expressions such as Nous sommes très bec sucré. In English this expression becomes:
“We have a very sweet tooth”. Students could compare other equivalent expressions in different
languages.
The word choucroute comes from the German Sauerkraut. In English, we use Sauerkraut, but the French have
developed their own word.
Cassoulet is a dish from the Languedoc region, consisting principally of a stew of white beans cooked with
meat such as goose, duck, or pork. The term cassoulet is now widely used in English cookery.
Although the subject shifts to pavlova, Hannah could have checked what Madame Guindé understands by the
word afghan. Would her host mother know that an afghan is a crunchy chocolate biscuit? Or would she have
associated the word with, for example, a knitted or crocheted shawl, a sheepskin coat with fur trimming, a
breed of dog, or a person from Afghanistan?
Hannah consistently uses vous to address her host mother:
Si je devais vous recommander quelque chose je dirais essayer les biscuits secs, nous sommes très bec
sucré nous les kiwis.
Madame Guindé, however, addresses Hannah using 'tu'. Both are respectful forms of address.
Hannah asks herself what she can suggest as examples of typical New Zealand dishes. She puts her finger on
a key difference between French and New Zealand cooking by referring to dishes that Madame Guindé
would associate with particular regions:
Hannah uses the Mori term hangi, then goes on to describe what it means, assuming that her host mother
would not know it:
ne ratez pas le fameux hangi, c’est un plat mori avec des légumes et de la viande cuite dans la terre.
Hannah struggles to identify typical New Zealand dishes and must do some deep reflection to get to where
she does. Her participation in this interaction has helped her to communicate appropriately with a native
speaker of French, linguistically and culturally. At the same time, as taken-for-granted cultural meanings are
suddenly challenged, Hannah is able to construct new personal meanings and to understand herself better as a
New Zealander.
TOP
Explore with students what thoughts go through their minds when asked 'Quels sont les plats typiquement
néo-zélandais?' How would they respond if in a situation similar to Hannah’s? How would they feel? And
how would they describe these dishes to someone from a French-speaking country. What would they need to
know or ask about the typical dishes in that country to make connections with that person?
Adapt this question to different contexts, for example, Quels sont les loisirs typiquement néo-zélandais?
create meaning.
assessment tools.
Example 1: Conversation about exchange experiences
Markus — Wie fandest du denn deine Zeit in Deutschland?
Harriet — Also, am Anfang hatte ich schon ein bisschen Heimweh, aber am Ende wollte ich gar nicht zurück.
Vor allem meine Gastfamilie war klasse. Und die Schule war so viel besser als bei uns. Ich habe mich so frei
gefühlt, weil ich keine Uniform tragen musste und den ganzen Nachmittag frei hatte.
Markus — Aber Schule fängt dafür ganz früh an.
Harriet — Das hat mir nichts ausgemacht. Ich bin sowieso Frühaufsteherin.
Markus — Du bist immer so positiv. Gab es auch etwas, das dir überhaupt nicht gefallen hat?
Harriet — Hmmm, ich wei nicht. Meine Austauschpartnerin hatte viel Druck in der Schule, aber ich natürlich
nicht. Und es hat mich frustriert, wenn ich etwas über Neuseeland gefragt wurde, das ich nicht wusste.
Markus — Das kann ich verstehen. Hier denken alle, ich bin der groe Deutschland-Experte, aber ich kenne
mich eigentlich nur in Hessen aus.
Harriet — Hessen ist doch toll, aber das nächste Mal möchte ich noch mehr von Deutschland sehen. Dann
kann ich dir etwas über den Rest von Deutschland erzählen.
Markus — In Ordnung. Nächste Woche mache ich eine Wanderung auf Stewart Island. Wenn ich
zurückkomme, erzähle ich dir was darüber.
Harriet — Das ist dann mal ein ganz anderer Austausch.
TOP
A conversation involving Harriet, a New Zealand student who has returned from an exchange in Germany,
and Markus, a German student on exchange in New Zealand. They are discussing their exchange
experiences.
Text type
Conversational exchange – informal. Interactive.
TOP
Harriet gives information and reflects on what she might do differently another time:
Hessen ist doch toll, aber das nächste Mal möchte ich noch mehr von Deutschland sehen.
She makes comparisons:
Meine Austauschpartnerin hatte viel Druck in der Schule, aber ich natürlich nicht.
Harriet’s response to a question enables her to produce extended text, for example, in the response that begins
with:
Also, am Anfang hatte ich schon …
The text illustrates the use of conversation markers and responses, which acknowledge replies and sustain
interaction:
Also, In Ordnung.
In response to the question Markus asks:
Wie fandest du denn deine Zeit in Deutschland?
Harriet expresses her views:
Ich habe mich so frei gefühlt, weil ich keine Uniform tragen musste und den ganzen Nachmittag frei
hatte.
Markus explores Harriet’s views. Through the conversation Harriet expresses her views on a range of topics
following prompts by Markus.
During the conversation, Harriet shares and comments on her experiences, for example:
Und es hat mich frustriert, wenn ich etwas über Neuseeland gefragt wurde, das ich nicht wusste.
When prompted by Markus’ question, Harriet takes a little time to consider her response:
Hmmm, ich wei nicht.
After some reflection, she shares her personal views:
Meine Austauschpartnerin hatte viel Druck in der Schule, aber ich natürlich nicht. Und es hat mich
frustriert, wenn ich etwas über Neuseeland gefragt wurde, das ich nicht wusste.
Harriet expresses an opinion and justifies it:
Das hat mir nichts ausgemacht. Ich bin sowieso Frühaufsteherin.
She expresses a view and gives her reasoning:
Hessen ist doch toll, aber das nächste Mal möchte ich noch mehr von Deutschland sehen. Dann kann
ich dir etwas über den Rest von Deutschland erzählen.
Harriet offers a supportive comment:
Hessen ist doch toll.
She produces extended text in response to a challenge from Markus:
Gab es auch etwas, das dir überhaupt nicht gefallen hat?
Harriet thoughtfully responds to questions. This reflection produces an extended text:
Hmmm, ich wei nicht. Meine Austauschpartnerin hatte viel Druck in der Schule …
She sustains the conversation, mostly by responding to comments or questions from Markus:
Das hat mir nichts ausgemacht. Ich bin sowieso Frühaufsteherin.
Both speakers use typical features of conversational exchanges. These include, but are not limited to:
conversation starters:
Sag mal …
questions:
Gab es auch etwas, das dir überhaupt nicht gefallen hat?
use of pronoun forms to mark the relationship between speakers in a social setting, for example:
Du bist immer so positiv.
hesitation markers: Hmmmmm …
Partikelwörter, for example:
Das ist dann mal ein ganz anderer Austausch.
Analysing how the use of the target language expresses cultural meanings
Both are speaking German but two distinct cultural contexts are evident, despite Harriet’s time in the target
culture. Markus illustrates a direct, critical perspective. Harriet copes well with Markus’ directness and open
challenge to her 'always positive' approach as he pushes her more explicitly to get the critical response he is
looking for:
Du bist immer so positiv. Gab es auch etwas, das dir überhaupt nicht gefallen hat?
She illustrates a more conciliatory attitude:
Hessen ist doch toll, aber das nächste Mal möchte ich noch mehr von Deutschland sehen.
Harriet mostly analyses her own responses to places and situations during her time in Germany, for example:
Und es hat mich frustriert, wenn ich etwas über Neuseeland gefragt wurde, das ich nicht wusste.
Markus is openly critical of others’ responses to him as a representative of his country:
Hier denken alle, ich bin der groe Deutschland-Experte, aber ich kenne mich eigentlich nur in Hessen
aus.
TOP
Explore the concept of 'directness' in German culture, considering what people talk about and what they
choose not to talk about. Make comparisons and connections with own cultures. For example, investigate to
what extent it is acceptable to talk about money (income, cost of purchases, and so on) or to express a critical
viewpoint in these cultures.
Example 2: Famous person: Who am I?
Er hat mit drei Jahren angefangen zu spielen. Jahrelang war er die Nummer eins. Er ist der einzige Spieler,
der drei Mal in seiner Karriere drei Grand-Slam-Turniere in einer Saison gewinnen konnte. Zwischen 2004
und 2007 war er vier Mal Weltsportler des Jahres. Er ist Schweizer UNICEF-Botschafter und unterstützt ein
Programm gegen Kinder-Aids.
Nachdem er über viele Jahre hinweg Weltranglistenerster war, begann ab 2009 und spätestens ab 2010 eine
weniger erfolgreiche Zeit für ihn. Er unterlag seinen Gegnern schon früh in den Turnieren und manche sagen,
dass der Höhepunkt seiner Karriere langsam vorbei ist. Er hält keine aktuellen Grand-Slam Titel, aber ich
denke nicht, dass er jetzt oder früher hätte aufgeben sollen. Er spielt immer noch gut und er kann sich immer
noch gegen die jungen Spieler behaupten.
(Roger Federer)
TOP
Students are asked to research a well-known German-speaking personality and to write a short text in their
own words describing the person and outlining their career. The other students try to guess the personality.
Students are encouraged to explore some controversial aspect of the subject and to express and justify an
opinion.
Text type
Expository text. Productive.
TOP
The writer presents a carefully sequenced accumulation of facts, in order to present the information as a
challenge to others. Others are to guess who the person is from the description.
The writer includes some controversial element and expresses a personal response to this:
Er hält keine aktuellen Grand-Slam Titel, aber ich denke nicht, dass er jetzt oder früher hätte aufgeben
sollen.
The text includes a mix of simple sentence structures, and sentence patterns containing subordinate clauses.
The text illustrates the use of a variety of set phrases and idiomatic expressions:
über viele Jahre hinweg; Bereits zu aktiven Zeiten; spätestens ab 2010.
The writer uses a range of sentence patterns:
Nachdem er über viele Jahre hinweg Weltranglistenerster war, begann ab 2009 und spätestens ab 2010
eine weniger erfolgreiche Zeit für ihn. Er unterlag seinen Gegnern schon früh in den Turnieren und
manche sagen, dass der Höhepunkt seiner Karriere langsam vorbei ist.
Should this text be produced orally, spoken features such as pronunciation, intonation, rhythm patterns,
delivery speed, audibility, and stress patterns have a bearing on the overall effectiveness of the
communication and must also be taken into consideration.
The writer learns about the well-known person and how others perceive them through their own research as
they prepare their texts. The descriptions offer factual information, arranged in such a way that the facts
become clues that challenge others to detect and name the personality at any point.
As they present their challenge to others, they learn how others respond to the information and what views
they express.
The writer presents information and shares a personal perspective:
Er hält keine aktuellen Grand-Slam Titel, aber ich denke nicht, dass er jetzt oder früher hätte aufgeben
sollen.
The writer justifies an opinion:
Er spielt immer noch gut und er kann sich immer noch gegen die jungen Spieler behaupten.
The writer openly challenges the opinions of others:
… manche sagen, dass der Höhepunkt seiner Karriere langsam vorbei ist. Er hält keine aktuellen
Grand-Slam Titel, aber ich denke nicht, dass er jetzt oder früher hätte aufgeben sollen. Er spielt immer
noch gut und er kann sich immer noch gegen die jungen Spieler behaupten.
In challenging the opinion of others in this way, and through giving a personal response, the writer indirectly
challenges the readers/listeners to explore their own views as they respond to the information and views
presented in the text.
The writer extends the text by producing a succession of facts about the personality they are describing, and
sequencing them to provide a challenge to others.
The writer also offers personal perspectives on the information, and reinforces these:
Er spielt immer noch gut und er kann sich immer noch gegen die jungen Spieler behaupten.
The problem-solving nature of the crafted text invites others to engage with the information in ways that
sustain their interaction with the text.
Discuss the use of acronyms and medical terms (and others) in English compared with those used in this
sentence:
Er ist Schweizer UNICEF-Botschafter und unterstützt ein Programm gegen Kinder-Aids.
While the acronym UNICEF is used across both languages, die UNO is used in German compared with 'the
UN' in English.
Discuss how some English words are automatically used in German texts, as in:
drei Grand-Slam-Turniere.
Consider other examples in different contexts, for example, music.
Use of compound words is a feature of German texts and thinking:
Weltranglistenerster, Weltsportler, jahrelang.
While the use of the target language is mostly limited to presenting clear, factual information as shared
knowledge, the writer becomes involved in the celebrity’s achievement story by offering a personal
perspective, thus connecting 'self' to the story:
… ich denke nicht, dass er jetzt oder früher hätte aufgeben sollen. Er spielt immer noch gut und er
kann sich immer noch gegen die jungen Spieler behaupten. Other writers may organise their texts
differently.
We learn from the beginning of the text that the person to be identified is male:
Er hat mit drei Jahren angefangen zu spielen.
This information narrows the field of inquiry.
TOP
Students research accounts of current celebrities from German-speaking backgrounds. They explore the texts
and consider how the use of the language expresses cultural meanings, and how linguistic meaning is
conveyed across languages. They then make connections and comparisons with equivalent texts in English.
What are the similarities and differences?
Explore how students would go about creating a description of a well-known New Zealander for a German
audience.
Example 3: Talkback radio
Glossary
lautet — has the title
lackierten — polished, varnished
Fingernägel — finger nails
gepflegt — well groomed
zupfen — pluck
verwöhnen — pamper
Feuchtigkeitscreme — moisturiser
Radiomoderator — Liebe Hörer und Hörerinnen. Unser heutiges Thema lautet
Fitness und Schönheit. Die lila lackierten Fingernägel des britischen Fuballstars David Beckham beseitigten
letzte Zweifel: In Sachen Schönheit sind die Frauen nicht mehr allein. Schönheitsoperationen,
Wellness-Urlaube und Besuche bei der Kosmetikerin sind längst keine Frauen-Domäne mehr. Auch die
Männer wollen heute gepflegt aussehen. Sie färben ihre Haare oder zupfen ihre Augenbrauen. Sie entspannen
sich. Ihr Ziel ist aber nicht dasselbe, wie bei Frauen: Den Männern ist nicht nur ihr Aussehen wichtig. Sie
wollen sich vor allem verwöhnen lassen und Energie tanken. Was meinen Sie?
----------------------------------------------------------------------------Radiomoderator — Und hier ist auch schon unsere erste Anruferin. Wie heissen Sie und was sagen Sie dazu?
Silke — Ich heie Silke Meier. Keiner von meinen Freunden würde im Leben daran denken, sich die
Fingernägel zu lackieren. Vor allem nicht die, die viel Sport treiben. Da würden die Teamkollegen sie ja
auslachen.
Radiomoderator — David Beckham hat damit ganz offensichtlich kein Problem, er ist schlielich ein sehr
erfolgreicher Fuballstar und wird von seinen Teamkollegen sehr respektiert.
Silke — Naja, Beckham ist da eine Ausnahme ...
Radiomoderator — Danke, Silke. Als nächstes haben wir Thomas Schuster in der Leitung.
Thomas — Ich glaube die erste Anruferin ist noch nicht im einundzwanzigsten Jahrhundert angekommen. Ich
habe gerade gestern eine wissenschaftliche Studie gelesen, dass schöne Menschen mehr verdienen. Also gibt
es eine ganz klare Verbindung zwischen Erfolg und Schönheit. Ich selber benutze jeden morgen und abend
eine Feuchtigkeitscreme und zwei Mal die Woche leiste ich mir eine professionelle Massage.
Radiomoderator — Und was sagen Ihre Freunde dazu?
Thomas — Die kommen mit.
Radiomoderator — Danke Thomas. Die moderne Welt hat sich wirklich sehr verändert und ich denke, wir
sollten vielleicht alle einfach leben und leben lassen. Nächste Woche ist unser Thema: Was wäre das Leben
ohne Handy? Bis dann am gleichen Ort zur gleichen Zeit. Ihr Ralf Mönchmeier.
TOP
Talkback radio. Interview, semi-formal. Receptive.
TOP
The radio call back host declares the issue at the beginning of the programme:
Unser heutiges Thema lautet Fitness und Schönheit.
The theme is deliberately made controversial to ensure caller response and controversy:
Die lila lackierten Fingernägel des britischen Fuballstars David Beckham beseitigten letzte Zweifel: In
Sachen Schönheit sind die Frauen nicht mehr allein.
The talkback format allows for a variety of responses to this controversial issue. Two callers offer their
views, with the second caller openly criticising the first caller’s response:
Ich glaube die erste Anruferin ist noch nicht im einundzwanzigsten Jahrhundert angekommen.
The radio call back host closes the programme by mentioning the next topic to be discussed:
Nächste Woche ist unser Thema: Was wäre das Leben ohne Handy?
How the speakers explore the views of others
The radio show host explores the view of others through the show format of having members of the public
call in with their responses to the topic in question.
During the call back session he questions the caller further:
Und was sagen Ihre Freunde dazu?
Thomas objects to the views expressed by the first caller:
The format of a radio call back show enables the speakers to share their perspectives in response to a direct
question on a specific topic:
Wie heien Sie und was sagen Sie dazu?
Silke argues her case:
Keiner von meinen Freunden würde im Leben daran denken, sich die Fingernägel zu lackieren. Vor
allem nicht die, die viel Sport treiben. Da würden die Teamkollegen sie ja auslachen.
Thomas presents an opinion then justifies it:
Ich habe gerade gestern eine wissenschaftliche Studie gelesen, dass schöne Menschen mehr verdienen.
Also gibt es eine ganz klare Verbindung zwischen Erfolg und Schönheit.
Thomas directly challenges the opinions of the first caller:
The radio host appears to support the statements made by Thomas:
Danke Thomas. Die moderne Welt hat sich wirklich sehr verändert und ich denke, wir sollten vielleicht
alle einfach leben und leben lassen.
On the other hand he directly challenges Silke’s view:
David Beckham hat damit ganz offensichtlich kein Problem, er ist schlielich ein sehr erfolgreicher
Fuballstar und wird von seinen Teamkollegen sehr respektiert.
English words are used in the text, for example: Wellness-Urlaube; Fitness; Handy. However, their use in
German does not always match their use in English.
The text illustrates the format and the kinds of formulaic language used in radio shows world-wide:
Bis dann am gleichen Ort zur gleichen Zeit. Ihr Ralf Mönchmeier.
The radio show host uses the name of an internationally known celebrity to appeal to his listeners and
emphasise the point he is making:
David Beckham hat damit ganz offensichtlich kein Problem, er ist schlielich ein sehr erfolgreicher
Fuballstar und wird von seinen Teamkollegen sehr respektiert.
How language is used in the text to show cultural meanings
All participants use the formal or polite pronoun form which is appropriate in a public talkback programme:
Und was sagen Ihre Freunde dazu?
The radio host opens the programme by addressing the audience:
Liebe Hörer und Hörerinnen.
Words such as 'Anrufer' and 'Anruferin' follow the same pattern, and draw attention to gender. In English we
do not distinguish these words (and many others) by gender. In fact, current good form in English is to avoid
signalling gender.
The text uses the terms 'Hörer und Hörerinnen' to address the listeners. The use of these terms, and the
pronoun 'Sie' sets up the formal relationship between the radio show host and the listeners. The language on a
radio show for young listeners might be more informal, for example, 'Hallo Leute; Hallo Freunde', or more
specific, for example, 'Liebe Schüler und Schülerinnen'.
TOP
Consider the extent to which English terms are used in German texts, and investigate whether they retain the
same meanings or have been adapted in meaning to suit German contexts and societal values.
Compare and contrast a selection of German and New Zealand radio and TV entertainment programmes
which involve audience participation. What kinds of language and cultural understandings would learners of
German in New Zealand need to know and have in order to participate confidently in these kinds of
programmes?
create meaning.
assessment tools.
Example 1: Conversation about holidays
—
—
—
—
—
—
—
—
—
—
— ()
—…
— ()
—
—
—
TOP
Ben, a learner of Japanese, and Takeshi, a native speaker, have just returned from their holidays and are
discussing what they have been up to. Ben has been to Queenstown and is talking to his friend Takeshi about
the length of holidays.
Text type
TOP
Ben hypothesises as to why Takeshi’s viewpoint has changed:
()
Both the thinking and the language are complex.
Ben asks Takeshi why he thought 10 days was a long break:
This unscripted question leads to Ben and Takeshi discussing the reply in detail and exploring each others’
views.
During the interaction, Takeshi asks Ben to clarify what he said. This question invites the sharing of personal
perspectives and helps sustain the conversation:
Ben says he thinks it is a pity that Japanese tend not to take very long breaks:
He reiterates this view throughout the interaction:
,
He justifies his perspective:
()
Ben comments, using emotive words such as , and then challenges Takeshi to explain why he said it was
impossibleto take long breaks:
Takeshi’s viewpoint changes as a result of being exposed to other cultural perspectives:
The text illustrates the use of conversation features such as and to help sustain the conversation:
,
Takeshi explains that Japanese people usually take only short breaks:
He then explains why so that Ben can understand the traditional Japanese view that it is impossible to take a
long break (four or more days). For a Westerner, the word impossible seems really strong in this instance, so
Ben’s questioning provokes a deep and thoughtful response from Takeshi:
().
Note how Ben uses English to get his meaning across and keep the conversation going:
Both Ben and Takeshi’s intercultural understanding develops when exposed to other perspectives:
()
The kanji is used to convey rest. It can be seen in words such as (holiday, day off) and (dormant volcano).
Kiwifruit can be written , but most commonly is written . The bird is usually written , the same word is used
to refer to New Zealanders. Ben uses the English expression 'Kiwi lifestyle' with Japanese pronunciation, as
is evidenced by the use of katakana:
He assumes that Takeshi will know what he means when he does this, as both speakers are located in New
Zealand.
The written text uses katakana for words borrowed from other languages. Katakana script represents the
sounds of a word when pronounced Japanese-style. For example, 'Playstation' becomes .
The term (Kiwi lifestyle) carries cultural meaning, so both participants in the conversation may interpet it
differently. Ben uses the term to authenticate his perspective on holidays as a New Zealand perspective.
The term (host family) has cultural associations that appear to be shared by both participants in the
interaction. It has been borrowed directly by the Japanese language to express a concept that was not
historically part of Japanese culture.
TOP
In Japan, the older generation very rarely changes jobs. This dedication to the company and allegiance to
one’s employer has led to the expression , which means 'death from overwork'. Members of the older
generation tend not to take more than a couple of days off for a holiday as to do so creates extra work for
their colleagues. The custom of (bringing back souvenirs) developed at least partly as a means of apologising
to colleagues for the inconvenience caused.
Investigate the younger generation in Japan and their attitudes towards work. Do the younger generation have
that same strong connection to their company or employer? What is their attitude towards holidays?
Example 2: Blog entry re school holiday dates
NCEA() ()
() NCEA()
TOP
Ben is writing a blog entry about school holiday dates for 2011.
Text type
Written communication, informal. Productive.
TOP
Ben uses the plain form for writing his blog. While it is in the public domain, the language is informal.
Ben’s use of makes his viewpoint clear. He is not against rugby (which he plays), but the change in term
times. He clearly articulates this distinction:
.
Ben uses and to indicate that he is hypothesising.
Note the sentence . To be more accurate, Ben should have completed it with .
Ben writes , saying that such busyness is not easy on families. While it would have been more correct to say ,
Ben still manages to communicate his ideas.
Ben explains why the term dates have been changed to accommodate the World Cup and concludes:
While he does not directly explore the views of others in this text, these views can be taken as implicit, given
the considerable public discussion on the subject. Ben’s text prompts readers to consider what their own
views might be.
Ben makes comparisons with other countries, implying that Auckland’s public transport system is not as
efficient as the systems in some other countries:
()
Ben says what is creating an issue for him and then goes on to give a detailed explanation as to why:
()
He uses and emotive language such as to express his views.
Ben argues that the term dates should not change. He makes it clear that his issue is not the sport (which he
plays) but the impact the change may have on his life:
The text uses words that function as conjunctions:
, , to explain and extend ideas and to sustain the text.
Relative clauses and joining verbs are also used to extend the text, for example, through the use of .
Ben uses the acronym NCEA assuming that his readers will understand its meaning.
He also uses the expression 'Rugby World Cup' in his text, writing it in katakana () to indicate that it is
foreign. The expression is translated into different languages in different ways; here it is a direct borrowing.
Look at the use of the kanji (literally 'outside') in other terms, including (foreigner – can also be translated as
'alien', as in alien registration card. Did this translation come from America? is now the more politically
correct term.)
Consider also:
(a loan word), (to eat out), and (to go out).
TOP
Compare attitudes towards school holidays in Japan and New Zealand. What are parent and student
expectations? How could students find out? How can they take into account the diversity of cultures and
practices within New Zealand?
Investigate specific aspects of the Japanese education system and its underlying values. Make comparisons
with the New Zealand education system. What are some key differences?
How could students use the knowledge gained from this research when contributing to Japanese blogs on
school-related matters?
Example 3: Response to blog entry
Glossary
— global warming
— oil
— environment
()
CO2
TOP
Ben is reading a response to his recent blog entry.
Text type
Informal writing. Receptive.
TOP
The writer of this response focuses on the environment, commenting that it will use a lot of valuable oil to fly
to New Zealand to watch the World Cup:
The writer offers a suggestion for offsetting damage to the environment:
In their conclusion, the writer reiterates their viewpoint concerning the environment:
The writer picks up on one point and raises a concern:
().
The above point may appear to be a tangent, but blogs offer people the opportunity to ask unexpected
questions and explore topics from different angles.
The writer expresses concerns:
Expressions such as and carry strong, emotive feelings.
The writer appeals to readers’ emotions and implores them to think about the issue on a different level:
The writer’s use of emotive language will either support or challenge the views of readers, depending on their
viewpoint.
The writer acknowledges the importance of world events such as the Rugby World Cup:
The writer offers a compromise:
Strong, emotive words such as can challenge readers, especially those with a differing opinion.
In Japanese culture, people are not normally as direct as in English-speaking cultures. But and are quite
direct and emotive. Explore when it is acceptable to use such phrases.
Explore (responsibility) and words that contain the kanji), for example() (person in charge) and () (sense of
responsibility).
TOP
Investigate how kanji are constructed. For example, has the radical , and radicals can sometimes give
guidance as to the meaning of a kanji.
Investigate attitudes in Japan and in New Zealand towards particular environmental issues, and the practices
associated with them. What are the similarities and differences?
How would students apply the knowledge they gained from this research to their understanding of texts in
Japanese (written, visual, oral)?
create meaning.
assessment tools.
Example 1: Facebook response to article on oil spill
Acabo de leer este artículo sobre el vertido de petróleo en la costa pacífica y la reacción del gobierno chileno.
Me sorprende la actitud que ha adoptado para resolver el problema de limpieza. Pienso que hasta ahora no
está actuando con la urgencia necesaria. En mi opinión, el proceso está siendo lento debido a que no están
escuchando los consejos de los expertos y desgraciadamente la población no está prestando su ayuda. Ojalá
que hubiesen tomado las medidas necesarias, ya que es mortificante ver las fotos del impacto que ha
producido en la fauna y la pesca. Si esto hubiese ocurrido en la costa neozelandesa tengo la seguridad de que
el pueblo neozelandés, sin duda, habría ofrecido su ayuda sin pensarlo dos veces.
TOP
Nila writes an entry in her Spanish page on Facebook in response to an article she has read about an oil spill
in Chile.
Text type
Opinion piece, written, sem-formal. Productive.
TOP
The text introduces abstract topics (response to a crisis) and ethical issues (what is right in the
circumstances).
Nila is critical of the responses made to the spill in Chile and predicts what would happen in New Zealand:
si esto hubiese ocurrido …
She uses particular expressions to show that she is communicating her opinion; for example:
Me sorprende, pienso que, en mi opinión.
Nila uses a simple sentence pattern:
Acabo de leer este artículo sobre el vertido de petróleo en la costa pacífica y la reacción del gobierno
chileno.
She also uses compound sentence patterns to express her concerns; for example:
Ojalá que hubiesen tomado las medidas necesarias, ya que es mortificante ver las fotos del impacto que
ha producido en la fauna y la pesca.
Nila expresses surprise at the attitude of the Chilean government:
Me sorprende la actitud que ha adoptado para resolver el problema de limpieza.
She is critical of the government’s slow response to the oil spill:
Pienso que hasta ahora no está actuando con la urgencia necesaria.
By voicing her surprise and criticism, she invites readers to consider her views and, by implication, to think
about their own views.
Nila uses the expression 'En mi opinión' to signal a personal perspective.
She expresses her ideas and opinions coherently:
Pienso que hasta ahora no está actuando con la urgencia necesaria.
She puts forward persuasive arguments:
Si esto hubiese ocurrido en la costa neozelandesa tengo la seguridad de que el pueblo neozelandés, sin
duda, habría ofrecido su ayuda sin pensarlo dos veces.
Nila explains why she thinks the cleaning up process is too slow:
el proceso está siendo lento debido a que no están escuchando los consejos de los expertos y
desgraciadamente la población no está prestando su ayuda.
Nila challenges the ideas of others by expressing surprise and giving her own opinion:
me sorprende / pienso que no está actuando …
She invokes visual images, knowing that readers will have seen such photos of other environmental disasters:
… ya que es mortificante ver las fotos del impacto que ha producido en la fauna y la pesca.
Nila uses various linking expressions to extend the text:
En mi opinión, debido a que … y desgraciadamente … Si esto hubiese ocurrido …
Nila develops her ideas logically and coherently, stating the issue, describing her reactions to it and the
following events, and comparing how New Zealanders would have responded to such an event.
A characteristic feature is the use of linking expressions to maintain the flow of ideas while changing the
language:
Pienso que … en mi opinion … ojalá que … sin duda.
By referring to photos ('ya que es mortificante ver las fotos del impacto que ha producido en la fauna y la
pesca'), Nila directs attention to images kept in the global memory bank of the horrific impacts of oil spills on
sea creatures, birds, and coasts.
TOP
Investigate how New Zealanders have responded to recent disasters and compare this with how the people of
a Hispanic country have responded to a recent disaster.
Examine equivalent texts in English and Spanish, identify the link expressions, compare and contrast their
nature and use.
Example 2: Climate change
El cambio climático es la mayor amenaza ambiental del siglo XXI, con consecuencias económicas, sociales y
naturales de gran magnitud. Las olas de calor y las sequías son cada vez más frecuentes, y las perdidas
agrícolas son una amenaza en todas las economías mundiales.
No cabe duda de que el cambio climático está ocasionado por un aumento de gases de efecto invernadero en
la atmósfera. El CO2 es el principal gas de efecto invernadero, consecuencia de la quema de combustibles
fósiles como el carbón, el petróleo y el gas para producir energía.
TOP
Extract from an article about climate change.
Text type
Magazine or newspaper article, expository. Receptive.
TOP
The writer summarises issues relating to the environment, identifies the most important issues, and draws
conclusions.
The writer uses the expression 'No cabe duda de que' to try and persuade the reader to accept the identified
cause.
The writer summarises issues relating to the environment, presenting their information as a collection of
known and accepted facts.
The writer makes a bold opening statement to capture the reader’s attention:
El cambio climático es la mayor amenaza ambiental del siglo XXI, con consecuencias económicas,
sociales y naturales de gran magnitud.
The second paragraph introduces a personal perspective:
No cabe duda de que el cambio climático está ocasionado por un aumento de gases de efecto
invernadero en la atmósfera.
By beginning the second paragraph with an expression of certainty, 'No cabe duda de que', the writer comes
across as authoritative on the subject.
The writer offers persuasive arguments:
No cabe duda de que el cambio climático está ocasionado por un aumento de gases de efecto
invernadero en la atmósfera.
The writer offers information as factual, even though this information is still being debated by the scientific
community:
El CO2 es el principal gas de efecto invernadero, consecuencia de la quema de combustibles fósiles
como el carbón, el petróleo y el gas para producir energía.
'Efecto invernadero' is Spanish for 'greenhouse effect'. The word 'invernadero' literally means 'hibernating
effect' or 'winter pasture' and is used metaphorically in the text to imply warm conditions all year round,
which is contrary to nature.
'del siglo XXI' – in Spanish, Roman numerals are used to name centuries.
Many of the words in the text resemble English words. For example:
climático, consecuencias, económicas, sociales, naturales, frecuentes, agrícolas, ocasionado, gases,
atmósfera, principal, combustibles, fósiles, carbón, petróleo, energía. Explore the meanings of the
Spanish and English words, to discover if the meanings are similar or quite different.
CO2 is the internationally accepted chemical formula for carbon dioxide.
The word 'invernadero' literally means 'hibernating effect' or 'winter pasture'. Both these meanings relate to
how animals protect themselves (or how they are protected) during the cold winter months. 'Effecto
invernadero' is the usual term for 'greenhouse effect'. In the text, 'invernadero' is used metaphorically to imply
warm conditions all year round, something that is contrary to nature. Spanish speakers would understand the
cultural meanings associated with 'invernadero' in this context.
'Ola de calor' is equivalent to 'heat wave' in English. Explore how 'wave' and 'ola' are used in other contexts;
for example:
la nueva ola means new style, new wave, current trend, or even new generation.
TOP
Find out about environmental groups (or a specific group) in Chile (or another country where Spanish is
spoken) and New Zealand. How do they operate? What is their focus? How influential are they?
Example 3: Two people disagree on environmental issues
Paul — ¿Crees que es importante reciclar?
Olivia — Solía reciclarlo todo; botellas, plástico, papel incluso ropa, así que jamás me compraba nada nuevo.
Sin embargo ahora me limito a apagar las luces cuando salgo de mi habitación, si no me olvido, claro está. Y
tú ¿haces algo?
Paul — Para empezar, no solamente reciclo, sino que pertenezco a un grupo ecologista que lucha por
proteger el medio ambiente.
Olivia — ¡Qué pérdida de tiempo! Es demasiado tarde para protegerlo. Ya hemos causado un daño
irreparable. Lo que hagamos no va a cambiar nada.
Paul — ¿Qué quieres decir? No estoy de acuerdo en absoluto. En primer lugar aún tenemos tiempo de salvar
varios de los animales en peligro de extinción. Por ejemplo, el gobierno de Japón debería prohibir la pesca de
ballenas. ¿No crees entonces que esto merecería la pena?
TOP
Two students, Paul and Olivia, have been asked to discuss environmental issues in Spanish.
Text type
TOP
Paul demonstrates understanding of his own position in relation to environmental issues:
No estoy de acuerdo en absoluto. En primer lugar aún tenemos tiempo de salvar varios de los animales
en peligro de extinción.
The use of linking words and subordinate clauses extends Olivia’s contribution linguistically:
Sin embargo ahora me limito a apagar las luces cuando salgo de mi habitación, si no me olvido, claro
está.
Paul asks Olivia to clarify her views:
¿Qué quieres decir?
Olivia asks Paul to justify himself:
Y tú ¿haces algo?
Paul expresses his ideas and opinions coherently and persuasively:
Por ejemplo, el gobierno de Japón debería prohibir la pesca de ballenas.
Paul not only shares a personal perspective, he describes his level of commitment:
Para empezar, no solamente reciclo, sino que pertenezco a un grupo ecologista que lucha por proteger
el medio ambiente.
Olivia expresses her views openly:
Lo que hagamos no va a cambiar nada.
Paul expresses an opinion and justifies it:
No estoy de acuerdo en absoluto. En primer lugar aún tenemos tiempo de salvar varios de los animales
en peligro de extinción.
Olivia, too, presents her views and provides reasons to justify them:
¡Qué pérdida de tiempo! Es demasiado tarde para protegerlo. Ya hemos causado un daño irreparable.
Lo que hagamos no va a cambiar nada.
Olivia defends her opinion with reasons:
Es demasiado tarde para protegerlo. Ya hemos causado un daño irreparable. Lo que hagamos no va a
cambiar nada.
Olivia directly challenges Paul’s views:
¡Qué pérdida de tiempo!
Paul directly challenges Olivia:
¿Qué quieres decir? No estoy de acuerdo en absoluto.
Paul sustains the interaction by asking a question that invites a response:
¿No crees entonces que esto merecería la pena?
The speakers use expressions such as 'en primer lugar' and 'por ejemplo' to introduce extended text.
'claro está' means of course but it translates literally as clear it is.
The formulaic expression 'sin embargo' means 'still', 'however', or 'nonetheless'. But the Spanish word
'embargo' means 'ban' in English, or 'seizure' or 'distraint' in legal contexts.
By raising the matter of Japan’s involvement in whaling, 'Por ejemplo, el gobierno de Japón debería prohibir
la pesca de ballenas', Paul appeals to the reader’s knowledge of this high-profile issue.
'en absoluto' is used frequently by Spanish people, reflecting a common trait: righteousness!
The use of 'tú' indicates a level of familiarity between the speakers.
TOP
Explore Spanish and New Zealand attitudes towards the environment and environmental concerns. In what
ways are they similar/different? What are the underlying values? What are the specific issues that people
choose to focus on?
Explore formulaic expressions that are commonly used in English language and Spanish language
conversation.
create meaning.
Example 1: E peu ‘Akat ‘onga ‘anga Ariki
Kia orna e te au tamariki ‘akarongorongo mai nei ‘i tku ripoti kimikimi ‘anga n runga i te tumu manako “Te
Peu ‘Akat ‘onga ‘anga Ariki” i runga ‘i tku ‘enua ‘i te Kki ‘irani.
Kua kite ‘ia mai ‘ au tta ‘i au ‘akamrama ‘anga n runga ‘ite ‘akat ‘onga ‘anga Ariki tei karanga ‘ia ,
‘akamarokura Ariki. ‘I tku ‘kara ‘anga, e peu ngteitei tia ki roto ‘i te ‘akateretere ‘anga ‘a te ‘iti-tangata ‘ te
‘enua.
Mei tia te t, m mate tta ‘i Ariki k mono ‘ia tna to ‘nga. ‘e, ‘e tika ri tia. K putuputu mai te kop Ariki, ‘e ka
kpiki ‘ia te aronga mana, te au rangatira, te au mata ‘iapo, n tta ‘i ‘uip ‘anga ma ‘ata e te p ‘apinga koia ‘oki
ko te ‘iki-to ‘nga. M ‘ea ‘a k ‘uipa ‘anga ‘ia ai, kaimoumou taime ‘ua.
‘I roto ‘i tia ‘uip ‘anga, k papa mai te au kpu ‘i t rtou mnga piri ‘anga ki te Ariki tei takak atu. ‘I raro ake ‘i te
ture ‘enua ‘e te ture kpu-tangata, k ‘iki ‘ia te t' onga Ariki ki runga ‘i te tamaiti mata ‘i'apo, m kre te tamaiti
tamroa ‘okota ‘i, m kre ki tna tama ‘okota ‘i notu , ‘e tam ‘ine. ‘In r, kua ppu ‘iku , m kre 'e tamroa, kua ‘iki
‘ia ‘i rira te tam ‘ine mata ‘i'apo.
M ‘kara au ‘i tia peu, kua ‘akari ‘ia mai te t mrama ‘ te ‘iti-tangata ‘ te tutau mua. Pnei kua riro t rtou mrama
‘e te pakari ‘ei ‘akatupu ‘i te ‘au ‘i roto ‘i te kpu tangata. Kre e ‘iteite ana tia peu ki t tta ‘i au p ‘enua k atu.
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Matangaro, a year 13 learner of Cook Islands Mori, presents to his classmates his research into the process of
choosing the rightful heir to the 'Ariki' (chief) title.
Text type
Report, oral presentation. Productive.
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Matangaro formally reports his findings. He uses a respectful formulaic expression to acknowledge his
audience and express joy at seeing them gathered there:
Kia orna ‘ te au tamariki.
He comments on the wisdom demonstrated by forefathers when selecting a chief:
M ‘kara au ‘i tia peu kua ‘akari ‘ia mai te t mrama ‘o te iti-tangata ‘o te tuatau mua.
The speaker uses compound sentences; for example, when he explains who needs to be present at the
meeting:
Ka putuputu mai te kpu Ariki, ‘ ka kpiki ‘ia te aronga mana, te au rangatira, te au mata ‘iapo, n tta ‘i
‘uip ‘anga ma ‘ata ‘ te p ‘apinga kia ‘oki ko te “iki-to‘nga”.
The speaker emphasises the importance of family links, as found in one’s family tree. This has come through
in his research as he has asked people for their views:
‘I roto ‘i tia ‘uip ‘anga, k papa mai te au kpu ‘i t rtou mnga piri ‘anga ki te Ariki tei takak atu. ‘I raro
ake ‘i te ture ‘enua ‘ te ture kpu-tangata, k ‘iki ‘ia te t ‘onga “Ariki” ki runga ‘i te tamaiti mata ‘i'apo,
m kre te tamaiti tamroa ‘okota ‘i, m kre ki tna tama ‘okota ‘i notu , e tam ‘ine.
He explains that others have expressed the view that the selection process is designed to avoid a rift amongst
families:
Pnei kua riro t rtou mrama e te pakari, ‘ei ‘akatupu ‘i te ‘au ‘i roto ‘i te kpu tangata.
As they listen, those in the audience will be exploring their own views, relating what Matangaro says to their
own knowledge, understandings, and beliefs.
Matangaro shares his personal perspective on the cultural protocols relating to the selection of a new Ariki:
‘I tku ‘karanga ‘anga ‘e peu ngteitei tia ki roto ‘i te akateretere ‘anga ‘ te ‘iti-tangata ‘ te ‘enua.
He voices his surprise at the organisational skills and wisdom displayed by the people of long ago:
M ‘kara au ‘i tia peu kua ‘akari ‘ia mai te t mrama ‘o te ‘iti-tangata ‘ te tutau mua.
He also expresses his view of cultural practices in the Cook Islands compared with practices in other cultures:
Kre ‘e ‘iteite ana tia peu ki t tta ‘i au pa ‘enua k atu.
Matangaro explains the practice of bestowing the title on a female child when there is no male child in the
family:
‘In, r kua pp ‘iku me kre ‘e tamroa kua ‘iki ‘ia ‘ireira te tam ‘ine mata ‘i'apo.
He justifies his view that having a meeting is a waste of time:
M ‘ea ‘a k ‘uipa ‘anga ‘ia ai, kaimoumou taime ‘ua.
He explains that the knowledge and wisdom of the old people creates peace within families:
Pnei kua riro t rtou mrama ‘e te pakari, ei ‘akatupu ‘i te ‘au ‘i roto ‘i te kpu tangata.
Matangaro reflects on his own opinions about respecting the wisdom of the old people:
kua ‘akari ‘ia mai te t mrama o te ‘iti-tangata ‘o te tutau mua.
He supports the idea that, when an Ariki dies, his title must be bestowed upon another person:
Mei tia te t, m mate tta ‘i Ariki k mono ‘ia tna tao ‘nga. Ae 'e tika rai tia.
He challenges the practice of automatically passing the Ariki title down the male line:
In r kua pp ‘iku e m kre ‘e tamroa kua ‘ikiia ‘i ‘rira te tam ‘ine mata ‘i'apo.
As they listen to what he has to say, those in the audience will be exploring their own views, relating what he
says to their knowledge, understandings, and beliefs. What they hear will either support or challenge their
own views, and may even change them.
The presentation is a sustained interaction between Matangaro and his audience. As he speaks, his listeners
will interpret what he is saying in light of their own knowledge, understandings, and beliefs.
This text is designed to be presented orally, so pronunciation, intonation, rhythm, speed, audibility, and stress
all have a bearing on the effectiveness of the communication.
Body language and gestures may include shrugging of the shoulders, pointing of fingers, nodding and
shaking of the head, facial expressions. These will contribute significantly to the communication, and
influence how the audience responds.
The addition of the prefix aka-' to a noun changes it into a verb, for example:
‘aka-no ‘ono ‘o, ‘aka-mrama, ‘aka-teretere, ‘akat ‘onga.
The use of the suffix ‘anga changes a word into a noun, for example:
‘akano ‘ono ‘o ‘anga, ‘iki ‘anga, kimikimi ‘anga, ‘uip ‘anga, teretere ‘anga, ‘akamarokura ‘anga.
In English, 'research report' is correct usage, with the adjective 'research' placed before the noun. In Cook
Islands Mori, the noun comes first, followed by the descriptor:
tku ripoti kimikimi ‘anga.
Many of the words used in this text have cognates in other Pacific languages. For example, ‘enua (land,
country, territory) is related to 'whenua' (land, homeland) in te reo Mori, 'fenua' in gagana Tokelau, 'fanua' in
gagana Smoa, and 'fonua' in Tongan and in vagahau Niue.
The speaker greets the audience with the respectful formulaic expression, 'Kia orna ‘e te au tamariki'. In this
way, the he acknowledges the presence of his audience and expresses delight at seeing them gathered ready
to listen. Formulaic greetings are found across languages.
Matangaro uses the term 'kpu tangata', which refers to the extended family group (includes the relatives of
both parents) as distinct from the nuclear family (mother, father, and children).
He uses expressions that relate to cultural practices that would be well known to listeners from Cook Islands
communities. For example, 'kpu Ariki' (royal or chiefly family), '‘Akamarokura Ariki' (investiture of a
paramount chief or chief ), and 'te aronga mana' (leaders – 'aronga mana' means leaders within different
contexts and is not confined to family – within the extended family).
Matangaro refers also to 'te tamaiti mata ‘i'apo' (the firstborn child). 'Mata ‘i'apo' can also mean a chiefly title
or denote any person who holds such a title. Chiefly title is most commonly held by the eldest son, passing
down the line in that generation, and eventually to the eldest son in the next generation. But the title is
elective, and families may pass over unsuitable members if they so choose.
Tamaiti can refer either to a boy or to a child of either sex, so its interpretation is dependent on the context.
TOP
Students could explore types of text in te reo Mori Kki irani relating to the bestowing of titles, and could
discuss the selection process with Cook Islands community members in New Zealand.
They could present their findings in te reo Mori Kki irani, using suitable text types, for example, articles for a
school or community newspaper, emails, speeches, interviews. Students could prepare a TV report in te reo
Mori Kki irani about this cultural practice and how it is observed in their local Cook Islands community.
Students could compare cultural practices between islands or cultures, for example, when bestowing a title,
with respect to roles and responsibilities in the family (for example, those of the first-born child/son).
Example 2: 'Akata'unga'ia koe kia kite 'i te reo
Miss Taina — Ppongi e Michael, ‘ea ‘a to ‘ou manamanat?
Michael — Ppongi e Miss Taina. ‘E Miss, t ‘inangaro nei au ‘i te ‘pi ‘i ‘i te reo Mori Kki ‘Airani n te ma ‘e
tere tku ka aere ki Rarotonga ‘ tia mata ‘iti ki mua. T ‘inangaro katoa nei au ‘i te ‘anga ‘anga ki roto ‘i te ng ‘i
o te au troto.
Miss Taina — Aaaa meitaki, ‘ea ‘a t ‘au ka inangaro kia kite koe? Te au troto oki, tei a rtou te pngika moni.
Michael — Ok r e Miss, ‘inangaro au kia kite ‘i te au tuatua ‘aka ‘rvei ‘anga, te au kupu ‘ei tauturu ‘iku me
‘aere au ki k ‘i te toa, ki te mkete, ‘ t vai atra
Miss Taina — Ok r, kua pp ikoe? ‘Akap ‘ea t ‘ou ng metua, kua kite rua i t ‘au parani? Ei a ‘a koe
kaimoumou ‘i tku taime?
Michael — Kre e Miss. ‘pi ‘i ‘ia u. ‘Akapp atu nei au kre koe kaimoumou ‘i t ‘ou taime. Nku te ‘inangaro
‘inra k turu pakari rua.
Miss Taina — Ok r, kre e kino t ‘akamata nei tua. ‘E manako meitaki tiki t ‘ou. Ko t rira t ‘au ‘anga ‘anga ka
‘inangaro ‘i te rave? I ‘n aere ki mua.
Michael — ‘E tano ei. Tmeke ri koe e Miss.
TOP
Michael, a learner of Cook Islands Maori, is discussing language and identity and possible career
opportunities with his teacher, Miss Taina.
Text type
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Michael uses formulaic phrases to express an idea, for example:
Ppongi e, Ok r.
Michael responds to questions from his teacher and communicates his ideas and opinions through extended
text:
Ppongi e Miss Taina. E Miss te ‘inangaro nei au ‘i te ‘pi ‘i ‘i te reo Mori Kki ‘irani n te mea ‘e tere tku
ka ‘aere ki Rarotonga ‘a tia mata ‘iti ki mua. T ‘inangaro katoa nei au ‘i te ‘anga ‘anga ki roto ‘i te ng ‘i
‘o te au troto.
He uses a mix of simple and compound sentences to convey his opinions about learning Cook Islands Mori:
‘pi ‘i ‘ia u. ‘E Miss te ‘inangaro nei au ‘i te ‘pi ‘i i te reo Mori Kki ‘irani no te mea ‘e tere tku ka ‘aere
ki Rarotonga ‘ tia mata ‘iti ki mua.
Michael is able to vary sentence structure; for example, this sentence pattern is different from others that he
uses:
Nku te ‘inangaro ‘in r ka turu pakari rua.
As Michael interacts with the teacher and responds to her questions, he explores his views and clarifies his
beliefs about the decisions he has made:
n te mea ‘e tere tku ka ‘aere ki Rarotonga ‘ tia mata ‘iti ki mua. Te ‘inangaro katoa nei au ‘i te ‘anga
‘anga ki roto ‘i te ng ‘i o te au troto.
The students who read or listen to this interaction will be exploring their own views as they hear what the
teacher and Michael have to say. They will be relating the information, ideas, and beliefs that they hear to
their own prior knowledge, understandings, and beliefs.
Michael shares his views about wanting to travel and work in the tourism industry:
… n te mea ‘e tere tku ka ‘aere ki Rarotonga ‘ tia mata ‘iti ki mua. T ‘inangaro katoa nei au ‘i te ‘anga
‘anga ki roto ‘i te ngi ‘o te au troto.
Michael shares information about what he needs to do to improve his language knowledge, for example,
learn vocabulary and phrases:
‘inangaro au kia kite ‘i te au tuatua ‘aka ‘rvei ‘anga, te au kupu ‘ei tauturu ‘iku me ‘aere au ki k ‘i te
toa, ki te mkete, ‘ t vai atra.
Michael justifies his decision to learn the language:
… ‘ei tauturu ‘iku me ‘aere au ki k ‘i te toa, ki te mkete, ‘ t vai atra.
He reassures his teacher that her time will not be wasted on teaching him the language:
‘Akapp atu nei au kre koe kaimoumou ‘i tou taime.
Michael disagrees with his teacher’s view that his career choice may be a waste of time:
Kre e Miss. In this way he challenges her ideas.
Michael acknowledges his teacher’s advice:
‘pi ‘i ‘ia u. In this way, he recognises that his teacher supports his thinking even if she challenges some
of his ideas.
Michael supports his teacher’s views:
'E tano ei. Tmeke ri koe Miss.
Michael responds to his teacher’s questions. These questions maintain a focus on the topic and assist in
sustaining the interaction:
Ok r kua pp ikoe? Ko t rira t ‘au ‘anga ‘anga ka inangaro ‘i te rave?
Michael produces extended text in response to his teacher’s interest and questions:
Ppongi e Miss Taina. E Miss, te ‘inangaro nei au ‘i te ‘pi ‘i ‘i te reo Mori Kki ‘irani n te mea ‘e tere tku
ka ‘aere ki Rarotonga ‘ tia mata ‘iti ki mua. T ‘inangaro katoa nei au ‘i te ‘anga ‘anga ki roto ‘i te ng ‘i
‘o te au troto.
Michael responds to his teacher’s formulaic greeting in a socially appropriate way:
Ppongi e Miss Taina. Formulaic greetings are found across languages.
While the teacher–student relationship can be formal, the language in this interaction indicates a more
relaxed, quite close relationship; for example:
‘E tano ei; Tmeke ri koe Miss.
Michael uses the familiar expression 'Ok r'. Although 'OK' is English in origin, many Cook Islands people
use it in conversation instead of 'Ae' (Yes). It has become structurally embedded in te reo Mori Kki irani
through the addition of 'r'.
'OK' is transliterated in Cook Islands Mori as ‘k. This is then abbreviated to Ok in the written form of spoken
text. Abbreviating words is a phenomenon found across languages.
Other words in the text transliterated from the English include 'pngika' (bank), 'moni' (money), and 'taime'
(time). English speaking students will find that, when they encounter words transliterated from the English,
they can often guess the meaning. Similarly, students who know other Polynesian languages will be be able
to guess the meanings of words that are similar in form to the word in their own language. For example, a
speaker of Mori will recognise that aere is related to 'haere'.
Analysing how the use of the target language expresses cultural meaning
The use of a 'bank' metaphor expresses the reliance of the Cook Islands on tourism for capital:
Te au troto ‘oki, tei a rtou te pngika moni.
The use of formulaic expressions of encouragement to support Michael’s future endeavour is an expression
of aro ‘a in te peu Kki ‘irani:
'In ‘aere ki mua.
Although the relationship between Miss Taina and Michael is semi-formal, Michael demonstrates t ‘aka ‘aka
when he addresses her:
Tumeke rai koe e Miss.
TOP
Students could explore how people express relationships (for example, through levels of language), and 'aro
‘a' (interest, encouragement, compassion) in different contexts and text types in te reo Mori Kki irani. They
could relate their findings to how relationships are expressed in comparable text types and contexts in
English and other known languages.
How might students use the knowledge they have gained to interact more knowledgeably with other speakers
of Cook Islands Mori and to make meaning from oral, written, and visual texts in the language?
Example 3: Te Au a te Matiroeroe
Tei ‘ea t rtou ta ‘unga tei ‘ea t rtou ppa teitei?
Tei ‘ea te au ‘anga ‘anga tei mtau ‘ia ‘i te rave?
‘E rima ‘inangaro kia ‘anga ‘anga
Mro ‘iro ‘i ‘i te kimi p ‘apinga
Kua moe te tangi mara,
Kua moe te tangi rkau
Kua moe te ‘uru pni
Kua no ‘o pa ‘apinga-kore ‘ua te au rima.
mai ‘i te ‘anga ‘anga kia rave te rima
Ttaki kia tau ‘i t te rima rave ‘anga
mai ‘i te ngteitei kia tau ‘i tna ta ‘unga
‘Anga ‘anga ‘akat ‘are, ‘anga ‘anga pni ‘are
‘Anga ‘anga ma ‘ani ‘apinga … tei ‘ea kotou.
Kre e meitaki, kua pakari, ma ‘ata roa te mata ‘iti
Kre e moni, kre e peke a pp m ‘i te ttaki.
Ora ‘anga mei t te manu, kua ko ‘i ‘i te moni meangiti
Mei te suori kre ‘e urunga upoko,
Mei koia katoa te ora ‘anga moe ki raro ake ‘i te ‘ana
Ora ‘anga kai parkai, tuitrere ‘i te ‘enua tta ‘i ke
Tei ‘ea te tangata Samaria … tei ‘ea te aro ‘a.
Taku ‘akaperepere tei ‘ea koe kare aku
Mri ‘ua ko taku ‘inangaro iakoe
Taku nau tei ‘ea ktou kre a pp
Mri ‘ua ko te ngkau aro ‘a ‘ia ktou
Ko taku reo aue, ko taku reo kapiki
Te toro atu nei ‘oki mai ‘oki mai ‘oki mai
Tika rava te tuatua, ‘i ruperupe ana te ora ‘anga
Tika rava te tuatua, ‘i tiratirat ana te tranga
Kua kite ‘ia ana te kauraro, te ngteitei
Kua kite ‘ia ana te pararauare ‘ te mekameka.
‘I teia r kua kite ‘ia te ngere, kua kite ‘ia te puta ‘ua
Kia tau ‘i te reo ‘o te ipukarea ‘e tuatua nei
“Te tangi nei ‘i teia t.”
Tangi Upu (used with permission of author)
TOP
The poem shows compassion for highly qualified, experienced workers who have lost their jobs as a result of
the economic downturn. It highlights the effects of these changed circumstances on their lives and families.
Text type
Poem. Receptive.
TOP
Observations a student might make concerning
The poet uses repetition to communicate information, for example, repetition of metaphors:
Kua moe te tangi ‘mara
Kua moe te ‘uru pni
The poet uses well-known sayings to communicate her message to her audience, for example:
Ora ‘anga mei t te manu … Mei te suori kre ‘e urunga upoko.
The different stanzas of the poem convey how people feel about being unemployed, for example:
Mei kia katoa te ora ‘anga moe ki raro ake ‘i te ‘ana
Ora ‘anga kai parkai, tuitrre ‘i te ‘enua tta ‘i k.
The poet uses a simile to compare the lives of people and animals:
Ora ‘anga mei t te manu, kua ko‘i ‘i te moni meangiti.
A poem is written to be read aloud, so features such as pronunciation, intonation, rhythm, speed, audibility,
and stress all have a bearing on the effectiveness of the communication and need to be considered.
The body language of the reader (for example, facial expressions) will also convey meaning to the hearer.
How the poet explores the views of others
The poet explores the views of others by giving voice to their concern that their skills are not being used:
E rima ‘inangaro kia ‘anga ‘anga
Mro ‘iro ‘i ‘i te kimi p ‘apinga
Kua no ‘o pa ‘apinga-kore ‘ua te au rima.
The poet refers to the response of employers towards job applicants:
Kre e meitaki, kua pakari, ma‘ata roa te mata ‘iti
Kre e moni, kre e peke ‘a pp m ‘i te ttaki.
How the poet develops and shares personal perspectives
The poet shares her personal feelings about the effects of unemployment on families:
Taku ‘akaperepere tei ‘ea koe kre aku
Mri ‘ua ko taku ‘inangaro ikoe
Taku ‘anau tei ‘ea ktou kre a pp
Mri ‘ua ko te ngkau aro ‘a ‘ia ktou.
The poet uses repetition to intensify her description of her feelings and arouse compassion and sympathy in
her audience; for example:
Kua moe te ‘uru pni.
The poet expresses the view that workers should be rewarded according to their contribution:
Ttaki kia tau ‘i ta te rima rave ‘anga.
She expresses the view that employers can be biased against applicants on account of their age:
Kre ‘e meitaki, kua pakari, ma ‘ata roa te mata ‘iti.
She describes the impact of hands made idle due to unemployment:
Kua no ‘o pua ‘apinga-kore ‘ua te au rima.
How the poet justifies their own ideas and opinions
The poet uses Manitia’s response to explain the consequences of being unemployed:
Kre ‘e meitaki, kua pakari, ma ‘ata roa te mata ‘iti, kre e moni, kre e peke a pp m ‘i te ttaki.
She uses repetitive structures to reinforce the severity of poverty; for example:
‘I teia ra kua kite ‘ia te ngere, kua kite ‘ia te puta ‘ua.
She puts the final line in inverted commas to further emphasise how sad the situation is:
“Te tangi nei ‘i teia t.”
The poet paints a picture of fruitfulness and success to provide a contrast to her picture of unemployment:
Tika rava te tuatua, ‘i ruperupe ana te ora ‘anga
Tika rava te tuatua, ‘i tiratirat ana te turanga.
How the poet supports or challenges the ideas and opinions of others
The poet describes the impact of unemployment on a person:
Taku ‘akaperepere tei ‘ea koe kre ku
Mri ‘ua ko taku ‘inangaro ikoe
Taku ‘nau tei ‘ea ktou kre a pp.
She uses questions to introduce her subject and challenge the reader:
Tei ‘ea t rtou ta ‘unga tei ‘ea t rtou ppa teitei?
Tei ‘ea te au ‘anga ‘anga tei mtau ‘ia ‘i te rave?
She emphasises how employers can be biased towards applicants on account of their age:
Kre e meitaki, kua pakari, ma ‘ata roa te mata ‘iti.
The poet’s view may challenge the views of others, especially employers.
The poet responds personally to the devastating effects of unemployment on families. As she explores her
feelings, painting a word picture of the impact of unemployment, her listeners/readers are challenged to
explore their own views on the subject.
The poem uses the conventions of written text, for example, macrons to indicate a long vowel sound
(papinga, mara, mai) and the glottal stop used to replace the 'h' which was once part of the word (teiea,
taunga, raveanga).
There is no 's' in the Cook Islands Mori alphabet; nevertheless, it is used in Bible words. So readers will
recognise the Biblical references when they see words with an 's'; for example, 'Mei te suori (fox) kre e
urunga upoko' and 'Teiea te tangata Smaria' (Samaritan). Because they know the Bible, many readers will
understand these allusions.
Tangi, expressive of sympathy and sorrow, is a cognate of 'tangi' in te reo Mori, and its use in the poem
connects the listener/reader to other Pacific languages that use this word. While tangi carries this meaning in
the last line of the poem, it has many meanings. For example, it conveys the idea of 'ringing out' or 'making a
sound' when used in these lines:
Kua moe te tangi rkau.
Readers who know 'tangi' is commonly used in New Zealand to refer to the practices associated with
expressing sympathy or sorrow at someone’s death may need to have their attention drawn to its other
meanings when used in different contexts.
The poem illustrates the use of features that are typical of this genre, for example:
Similes:
Mei te suori kre e urunga upoko.
Metonymy:
Kua moe te tangi ‘mara,
Kua moe te uru pni
Repetition:
‘oki mai ‘oki mai ‘oki mai, Tika rava … Kua kite ‘ia n …
Rhyming:
‘anga ‘anga, rave ‘anga, ora ‘anga.
In Cook Islands culture, Bible phrases are often used by a speaker to illustrate or explain points. For example,
in this poem, the poet refers to the parable of the good Samaritan, 'Teiea te tangata Samaria', to illustrate 'aro
‘a', the kind of compassion that is needed. This story would be known to most Cook Islands people because
of the place Christianity has within the culture. By referring to the Bible story, the poet intensifies her
description of how unemployment affects families, and highlights the compassion and assistance required.
In referencing the Bible, the poet demonstrates takaaka, the value of respect. 'T ‘aka ‘aka' involves honouring
others, especially elders and those of senior status. It implies humility, and not placing oneself ahead of or
before others. It also encompasses respect for God.
Formal language is used to convey the seriousness of the subject:
I teia r kua kite ‘ia te ngere, kua kite ‘ia te puta ‘ua
Kia tau ‘i te reo ‘o te ipukarea ‘e tuatua nei
‘Te tangi nei ‘i tia t
Mei te kre ‘e urunga upoko.
The poem refers to particular features of Cook Islands society, for example, 'te ngteitei, ipukarea'. Learners of
Cook Islands Mori may need help interpreting these words in the context.
TOP
Students could explore how people express grief and sympathy in different situations, how these sentiments
are conveyed in different text types, and the particular linguistic and cultural features of such texts. They
could compare these texts with comparable texts in English, and in other languages known to students.
Students could investigate the more common forms of poetry in Cook Islands Mori and compare these with
their counterparts in English and other known languages. What similarities and differences in terms of form
and purpose can students observe?
Students could apply their knowledge to composing their own poems in te reo Mori Kki irani on suitable
themes.
create meaning.
Example 1: Conversation about the weather
Sione is reading up on the weather in New Zealand. Meleua is studying the weather map.
Meleua — T e sin i Rotorua. Tamai he matagi mokomoko e sin ke he falu a matakavi i Niu Silani. Lahi
fakahaga e sin ha ne tafea hake mai i Ueligitoni ke hoko atu ki Rotorua.
Yumiko — Ko e tau matagi gagao a ia kua hoko ki Rotorua.
Sione — Ai pihia he kitia e au. Fakama ma Mele, na pihia ni.
Yumiko — Tatai haaku a manatu mo Meleua. Pihia foki ni he kitia e au. Ka nkai mafana e tagata, to moua
mai e tau gagao.
Meleua — Lata tai e tau matagi pihia ke tui e tau tapulu mafana ti uta e pele heke sin mo fakaholopapa.
Yumiko — Monuina ha ia he tau matakavi ia. Ai fai sin a Niue. Ka e fakaalofa foki ni a mautolu he lahi e
vela he laa.
Meleua — Momoko ai pihia e tala ia haau ma Miko.
Yumiko — Brrrr … Makalili ha ia. Tui taha mena mafana kia ma tahakau.
Sione — Ko au a fae mahekeheke atu ia koe ma Miko ka fano ki tahi. Mitaki he maha mitaki e tahi.
Yumiko — Logona mai he tagata fakapuloa tala i Fisi. Peh mai ko e matagi ma kua hoko atu ki Fisi. Ka e
kitekite atu ke he fuafua matagi he Pasifika ke lata mo e faahi tapu, liga nkai hoko ki ai e malol he matagi.
Lahi e havili he matagi mo e loka he tahi.
Sione — Kua lahi e uha i Smoa. Kua katoa tai e faahi tapu he to ai e uha. Ko e heigoa ha lautolu i Samoa ka
maeke ke taute ha ko e fuafua matagi nei?
Meleua — Fakaalofa ha ia he tau Smoa. Nkai tuai maeke ia lautolu ke o ke t talo he tau maala he kelea he t
lahi e uha.
Yumiko — Ka ke eke ff foki ni kah!
Sione — Ma kau, fano fai au ke mohe.
Yumiko — E, ai mavehe. To feleveia.
Meleua — E, mua kia.
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An online video conversation between Wellington-based Sione, a native speaker of vagahau Niue, and two
year 13 friends who are learners of the language, Yumiko who lives in Niue, and Meleua, a third generation
New Zealander living in Auckland. They discuss the weather for the Pacific region and activities that suit the
conditions.
Text type
Skype conversation, informal. Interactive.
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The speakers discuss the weather forecast and make general observations, for example:
Tamai he matagi mokomoko e sin ke he falu a matakavi i Niu Silani … Lahi e havili he matagi mo e
loka he tahi.
The speakers also suggest actions appropriate for the weather; for example:
Meleua comments on the need for warm clothes in the snow:
Lata tai e tau matagi pihia ke tui e tau tapulu mafana, ti uta e pele heke sin mo fakaholopapa.
The speakers respond to each other’s comments, for example, Yumiko responds to Meleua with a comment
about the weather pattern in Niue and how she finds it:
Monuina ha ia he tau matakavi ia. Ai fai sin a Niue. Ka e fakalofa foki ni a mautolu he lahi e vela he
laa.
The speakers comment on the weather in other parts of the Pacific, for example:
Smoa: Fakaalofa ha ia he tau Smoa. Nkai tuai maeke ia lautolu ke o ke t talo he tau maala he kelea he t
lahi e uha.
This is a spoken interaction, so features such as pronunciation, intonation, rhythm, speed, and stress all
impact on the communication and need to be taken into account. For example, when Yumiko exclaims 'Ka ke
eke ff foki ni kah!' she would do so with the appropriate intonation and stress.
To convey their ideas, the speakers use both simple sentences; for example:
Ai fai sin a Niue … T e sin i Rotorua
and compound sentences; for example:
Lata tai e tau matagi pihia ke tui e tau tapulu mafana ti uta e pele heke sin mo fakaholopapa.
The three-way conversation involves speakers exploring and responding to each other’s views. Sione is the
only one to ask a direct question. Yumiko and Meleua invite responses from the others indirectly, by making
observations that encourage them to offer their views; as for example when Yumiko gives her reaction to the
cold:
Brrrr makalili ha ia.
Yumiko expresses her view in response to a comment from Meleua:
Monuina ha ia he tau matakavi ia.
Meleua offers her view of people in Smoa when she says:
Ai tai maeke ia lautolu ke o ke t talo he tau maala he kelea he t lahi e uha.
Meleua’s comment about the cold, 'Momoko ai pihia e tala ia haau ma Miko', provokes Yumiko to give her
view:
Brrrr makalili ha ia.
Yumiko complains about the cold:
Brrrr…. Makalili ha ia. Tui taha mena mafana kia ma tahakau.
Yumiko expresses disappointment in Niue’s weather using the exclusive pronoun mautolu:
Ka e fakalofa foki ni a mautolu he lahi e vela he laa.
Speakers share their perspectives on the benefits of the weather types in different places, for example, when
Meleua comments on the weather in Smoa, and its effect on the taro plantations:
Fakaalofa ha ia he tau Smoa. Ai tai maeke ia lautolu ke o ke t talo he tau maala he kelea he t lahi e uha.
Yumiko offers an observation on the windy weather in Fiji:
Ka e kitekite atu ke he fuafua matagi he Pasifika ke lata mo e faahi tapu, liga nkai hoko ki ai e malol he
matagi. Lahi e havili he matagi mo e loka he tahi.
Meleua justifies her comment about the weather in Smoa:
Fakaalofa ha ia he tau Smoa. Ai tai maeke ia lautolu ke o ke t talo he tau maala he kelea he t lahi e uha.
Yumiko comments on the weather in Fiji and what it means for the people:
… ko e matagi ma kua hoko atu ki Fisi. Peh mai ko e matagi ma kua hoko atu ki Fisi. Ka e kitekite atu
ke he fuafua matagi he Pasifika ke lata mo e faahi tapu, liga nkai hoko ki ai e malol he matagi.
Speakers use expressions that support each other in the conversation, for example:
Pihia foki ni he kitia e au.
Yumiko directly challenges Sione’s thoughts about the cold:
Ka nkai mafana e tagata to moua mai e tau gagao.
Yumiko sums up what Meleua says about the weather in Rotorua:
Ko e tau matagi gagao a ia kua hoko ki Rotorua.
Supportive comments such as the above are a feature of the interaction. See also Meleua:
Fakaalofa ha ia he tau Smoa.
By revoicing what Meleua has said, Yumiko helps sustain the interaction:
Ko e tau matagi gagao a ia kua hoko ki Rotorua.
Conjunctions help extend contributions; for example:
Lata tai e tau matagi pihia ke tui e tau tapulu mafana ti uta e pele heke sin mo fakaholopapa.
The speakers voice appreciation of and affirm each other’s contributions. See for example, Meleua’s
comment on what Sione has said about the weather in Smoa:
Fakaalofa ha ia he tau Smoa.
Such comments not only value the other person’s contribution, they also sustain the interaction.
Meleua uses informal language as she is interacting with friends in a relaxed way:
Tui taha mena mafana kia ma tahakau.
Sin is a transliteration of the English 'snow'. Transliterated words may use the letter 's' even though it does
not feature in the traditional vagahau Niue alphabet.
Meleua addresses her friend by an abbreviated form of her name, showing that the relationship is familiar:
Momoko ai pihia e tala ia haau ma Miko.
Analysing how the use of the language expresses cultural meanings
Yumiko uses the formulaic expression 'E, ai mavehe' (equivalent to 'See you again' in English) to say
goodbye to her friends. In this context, the phrase takes on the meaning 'no farewells'. Farewells are very
definite events on Niue, often associated with farewelling a loved one who has died, or people travelling to
far away places with little expectation of returning, or someone going off to war with the possibility of death.
Yumiko then adds a second formulaic expression, 'To feleveia', which conveys the positive intent to meet
again.
Weather and weather forecasting are an integral part of life on Niue. People have traditionally learned to read
the weather by studying the evening and morning skies. This reading often dictates the activity they will
engage in that day or that week. With the advent of modern technology, weather discussions now tend to
focus on what activities can be undertaken, given the weather predicted. This is illustrated by Meleua’s
comment about weather suitable for skiing:
uta e pele heke sin mo fakaholopapa.
The shortening of names shows affection, closeness between friends. The practice is common in Niue
families. When a friend’s name shortened, it implies family-like closeness:
Momoko ai pihia e tala ia haau ma Miko.
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Students could explore examples of weather related language and culture-in-language in vagahau Niue. They
could also look at contemporary texts on climate change and conservation and their implications for Pacific
peoples.
Students could then apply their learning to creating texts of different types about the weather and about the
impact of climate change in the Pacific. For example:
What language might they use in a radio talkback show, a phone conversation, an e-mail, or an
interactive talk on this topic?
What levels of language would they use?
How would they show respect?
How would they indicate that they are searching for a word or words to use in their reply?
What strategies could they use to sustain the interaction?
Students could compare these examples with similar texts in English. How do people in their own cultures
view and talk about and the weather? What practices can they identify?
Students could investigate developing an online exchange with a school in Niue or another part of New
Zealand, where students could apply their learning to genuine contexts and matters relevant to them.
Example 2: Debate – language and identity
Glossary
mailoga — used in this context to mean 'registered' or 'identify'
fanafanau — plural for 'born'
atuhau — generation
fakakiteaga — to express an opinion, view, or idea
olaola — wealth, lively
gahuaaga — at a workplace
matutakiaga — belonging or identity
matalahi — pride, proud
talahaua — popular
First speaker
Mitaki tugi e mafola. Ko e tau hh kua lauia ai e tau tagata Niue:
Kua ff e taga he vagahau Niue?
Ko e heigoa e tau koloa mahuiga he vagahau Niue?
Ko au ko e tama Niue. Fiafia au ke fakatumau ke he tau gahua fakaNiue.
Kua fakakite mai he tau kumikumiaga (Kalauni et al., 2007) e k he puke tagata ne fakaaoga e vagahau Niue
ka e tokologa ne mailoga a lautolu ko e tau tagata Niue. Nkai mitaki e tau numela tagata vagahau Niue. 15 e
teau tagata ne nonofo i Niue ka e 21 e afe ne nonofo he tau kaut kehekehe he lalolagi. Nkai tokologa ia
lautolu nei ne fakaaoga e vagahau Niue.
Nkai mukamuka ke taofi e vagahua Niue. Tokologa lahi e puke tagata ha Niue kua fanafanau i Niu Silani mo
e falu a motu kehe. Tokologa foki kua fanafanau mo e tau tagata he tau motu kehe. Tokologa kua mtutaki ke
he tau aga motu kehe. Ko e tau atuhau foou nei kua uka lahi ke mtutaki ke he tau aga fakamotu mo e vagahau
Niue. Ko e kakano haia ne kua lolelole fakahaga ai e vagahau Niue.
Mahuiga e tagata ne iloa ko hai a ia. Mahuiga e tagata ne iloa e hauaga haana. Mahuiga e tagata ne vagahau e
vagahau Niue. Mua atu e mahuiga he tagata kua t mitaki ke he gahuaaga mo e iloa ko ia ko e tagata Niue.
Nkai mitaki ke fano ke he lalolagi mo e peh 'ko au ko e tagata Niue' ka e nkai iloa e tau aga mo e vagahau ke
he vagahau Niue. Ai mitaki ha kua tokologa ia tautolu ha ne fae aloalo atu ke he vagahau. Nkai mitaki ha kua
tokologa ia tautolu ne nkai fai manatu ke he tau fakakiteaga he tagata Niue.
Ko e fakakiteaga he tagata ni ke lagaki hake aki a ia. Ko e fakakiteaga he tagata ni ke takitaki aki haana a
moui.
TOP
Extract from a year 13 class debate on the subject of vagahau Niue and cultural identity. The first speaker for
the affirmative introduces their case.
Text type
Debate, persuasive. Productive.
TOP
The speaker argues that language is important for cultural identity:
Mahuiga e tagata ne iloa ko hai a ia … tagata kua t mitaki ke he gahuaaga mo e iloa ko ia ko e tagata
Niue.
They emphasise a particular view:
Ko e fakakiteaga he tagata ni ke lagaki hake aki a ia …
They present information to illustrate their ideas:
Nkai mitaki ke fano ke he lalolagi mo e peh 'ko au ko e tagata Niue' …
They refer to research to suggest that their arguments are well founded:
Kua fakakite mai he tau kumikumiaga (Kalauni et al., 2007) e k he puke tagata ne fakaaoga e vagahau
Niue ka e tokologa ne mailoga a lautolu ko e tau tagata Niue.
As the first speaker in a debate, the student gets to lay out their argument in an extended text.
The speaker uses a variety of sentence patterns and lengths. Some sentences begin with the same expression,
a feature typical of oratory; for example:
Tokologa lahi … Mahuiga e …
The speaker begins with a very simple sentence:
Ko au ko e tama Niue.
A debate uses spoken language, so features such as pronunciation, intonation, rhythm, speed, audibility, and
stress have a bearing on the persuasive impact of the language and the overall effectiveness of the
communication. These features must be considered.
The speaker’s presentation will also have a visual aspect, so body language (positioning, stance, gesture,
movement, etc) also needs to be taken into account when considering the effectiveness of the communication.
The speaker presents the views of others by quoting the research that underpins their ideas:
Kua fakakite mai he tau kumikumiaga (Kalauni et al., 2007) e k he puke tagata ne fakaaoga e vagahau
Niue ka e tokologa ne mailoga a lautolu ko e tau tagata Niue …
The speaker emphasises a point of view:
Mahuiga e tagata ne vagahau ke he vagahau Niue.
They elaborate a point:
Tokologa lahi e puke tagata ha Niue kua fanau i Niu Silani mo e falu a motu kehe.
They acknowledge the difficulty of expressing viewpoints on language and identity:
Nkai mukamuka ke taofi e vagahua Niue.
The speaker cites research evidence that grounds their views:
Kua fakakite mai he tau kumikumiaga (Kalauni et al., 2007) …
They quote statistics to justify their arguments:
15 e teau tagata ne nonofo i Niue ka e 21 e afe ne nonofo he tau kaut kehekehe he lalolagi.
They justify their reasons for adopting their stance:
Ko e fakakiteaga he tagata ni ke takitaki aki haana a moui.
The speaker challenges the view that vagahau Niue and the identity of the young generation is not at risk:
Ko e tau atuhau foou nei kua uka lahi ke mtutaki ke he tau aga fakamotu mo e vagahau Niue. Ko e
kakano haia ne kua lolelole fakahaga ai e vagahau Niue.
They present research-based information that runs counter to the ideas that many hold:
… ka e tokologa ne mailoga a lautolu ko e tau tagata Niue.
They support their views with statistics that may challenge the views and beliefs of some of their hearers:
15 e teau tagata ne nonofo i Niue ka e 21 e afe ne nonofo he tau kaut kehekehe he lalolagi.
This speaker is the first to present their argument; it is to be expected that their views will be challenged by
the opposing team, and that those in the audience will either agree or disagree with what they say, depending
on their particular beliefs and views.
Given the persuasive intent of the debate, it is possible that some who support the speaker’s views may
nevertheless not support the intensity and strength with which they present them.
Opening for the affirmative, the speaker defines the debate so that the audience knows what is to be argued
and understands the rationale for the case they are about to hear.
The speaker uses long sentences, but most are simple in structure. This patterning is a feature of Niue-style
oratory. For example:
… Kua fakakite mai he tau kumikumiaga (Kalauni et al., 2007) e k he puke tagata ne fakaaoga e
vagahau Niue ka e tokologa ne mailoga a lautolu ko e tau tagata Niue.
The speaker would pause at appropriate points in these long sentences in order to maintain interaction with
the audience, and would use verbal (stress, intonation, etc) and non-verbal (gesture, etc) features to intensity
impact.
The speaker uses repetition to emphasise and reinforce key ideas, for example:
Mahuiga e tau tagata tokologa …
Repetition is a feature of oratory across languages.
The speakers use questions not only to set the scene but to engage listeners and get them thinking. In this
way, the audience is encouraged to interact tacitly with the speaker, and to explore their own views and
responses.
Structured debate is found in many cultures, though the rules will differ.
'Tangata' is used in te reo Mori, where it has the equivalent meaning.
The expression "Mahuiga/Uhoaki e tagata" … (“blessed is the one who …”) comes from the Bible. Here, it is
used to call to mind the Bible passage and to lend authority to the speaker’s message.
Analyse how the use of the target language expresses cultural meanings
The speaker uses well-known expressions (for example, "Mahuiga/Uhoaki e tagata", discussed above) to
reinforce their arguments.
They use another familiar expression to declare that "we are waving our language goodbye" when we say "ko
tautolu ha ne fae aloalo atu ke he vagahau Niue". The duplicative verb 'aloalo' indicates that the action
happens repeatedly. The first-person plural pronoun 'tautolu' is inclusive of the speaker.
They use repetition (for example, of the phrase "Mahuiga/Uhoaki e tagata") to pile up ideas in a way that
highlights their importance and intensifies their impact on the audience. This repeated phrase is all the more
powerful because of its association with the Bible, with its messages about the right ways to behave.
The speaker uses current catch phrases to emphasise the significance of being Niuean (with or without
capability in vagahau Niue):
'ko au ko e tagata Niue', Ko au ko e tama Niue.
The speaker does not have to be of Niue origin to make these statements. The focus is on culture and Niue
identity, not on the speaker. A comparable example might be be rugby fans singing ‘We are the champions’
in the stadium.
TOP
Students could explore where vagahau Niue is actively used (in government, private organisations, schools,
communities, churches, etc. in New Zealand, Niue and elsewhere). They could present their findings in
vagahau Niue through texts of different types, for example, diagrams, charts, articles for a school or
community newspaper, posters, brochures, or speeches. Students could prepare a brochure in vagahau Niue
to encourage participation in activities relating to Niue culture, language and identity.
Students could read or listen to a range of texts in vagahau Niue to identify an issue of current local or
international interest. They could then analyse the features of these texts using the headings found in these
context elaborations. They could write a letter to the editor of a vagahau Niue publication (for example, a
community newsletter) expressing their views on the issue. Or they could prepare for a radio or community
interview on the topic. How might they ensure they use language in culturally appropriate ways, given the
target audience?
They could invite Niue guest speakers to their class and engage them in discussion of issues related to
language, culture, and identity.
They could explore historical changes in the social organisation of Niue society, comparing then and now.
They could investigate how practices, beliefs, and values have changed over time and as a result of
emigration to America, Australia, and New Zealand. Where could they find this information? What text types
could they use to present the results of their research?
Investigate the stories and legends that remain important enough to be passed down from generation to
generation in Niue families, even in the diaspora. What comparisons can students make with other stories and
legends they are familiar with? What values do these express in their cultures of origin?
Example 3: Polyfest news item
Fakaalofa hofihofi atu.
Ko e fakailoaaga nei, hagaao ke he tau fiafia mahuiga fakamotu he ha talu tau fnau aoga tokoluga. Tu taha
mo e fulufuluola e fiafiaaga nei ke he lalolagi lahi. Loga mo loga e tau tagata kua tolo atu ke kitekite he tau
fiafia mahuiga nei. Ko e tau fiafia fakamotu nei kua taute ke fakakite aki e makaukau he tau aoga kamata mai
he tau 1976. Kua fiafia mo e hula lahi e tau fnau Mauli mo e tau fnau he atu Pasifika ke he tau koli, tau
lologo, mo e tau fakamatala vagahau fakamotu. Ko e tau fakattaga nei, ko e tau gahua fulufuluola kua
amanaki e tau fnau aoga tokoluga ke eke mo takitakiaga ke he ha lautolu a tau fenoga. Ko e taute pihia ka e
ua toka e Vagahau Niue ke galo.
H h i ai he fale fakaploa tala he afiafi nei, tokoua e toa Niue ne fae malolo ke he tau gahua ma e polyfest. Ko
laua nei ko e matua ko Evenigi Ikiua mo e fuata ko Panisi Rex. Ko laua ko e tau takitaki ne malolo he
fakaako he tau matakau aoga i Okalana ke hohoko atu ke he polyfest. Ane mai nkai fai lagomatai peh nei a
tautolu, liga kua leva tuai e fakaoti he fekau nei.
Fakaalofa lahi atu ki a mua ma tau takitaki. Taha e hh haaku ke lata mo mua. Ko e heigoa e tau manatu ha
mua hagao ke he tau fiafia fakamotu ma e tau fnau aoga tokoluga?
Evenigi: Ko e tau fiafia fakamotu ko e mena ne mua atu he fulufuluola. Fakatonutonu ti fakatonutonu foki
mo e fakaako e tau fuata he atuhau mo fakavaga he tau aga fakamotu ha Niue. Liogi ni ke tumau e tau fiafia
fakamotu. Ko e tau fakaakoaga mitaki a nei ke lata mo e tau fnau fuata. Fakaat a lautolu ke mata lahi ha ko e
alito haia he ha tautolu a motu.
Panisi: Fakaalofa lahi atu ma Mele. Ko e tau fiafia fakamotu ko e phala ke fakaako aki ha mautolu a tau fnau
ke iloa e lautolu ke lologo mo e vagahau Niue. Kumikumi tumau e tau lagomatai neke aloalo mai e vagahau
Niue. Lali la ke taofi mo e fakakaut e tau gahua ke lagaki hake e vagahau he ha talu motu.
Fakaaue lahi ma tau pulotu. Haia ma tau tagata fakanogonogo, tolomaki atu ke lagomatai e tau gahua ke
fakaako e tau fnau ha tautolu ke vagahau e leo Niue mo e fakamahani ke he tau aga fakamotu ha taua.
Fakamalolo ke fakatumau e tau gahua mitaki ia.
TOP
A radio interview about the annual Auckland secondary school Polyfest. Evenigi is a parent tutor, and Panisi
is a teacher. They express support for showcasing vagahau Niue and Niue culture at the Polyfest.
Text type
Radio interview. Receptive.
TOP
The formal tone of the interview shows that the interviewer holds the guests and the Polyfest event in high
regard. For example, they greet listeners with a formulaic expression that indicates a high level of respect:
Fakaalofa hofihofi atu.
The interviewer also greets the two speakers using a respectful form, acknowledging them as leaders:
Fakaalofa lahi atu ki a mua ma tau takitaki.
They use adverbial phrases to emphasise the value of the event to vagahau Niue and Niue culture; for
example:
… fulufuluola e fiafiaaga nei … tau fiafia fakamotu nei kua taute ke fakakite aki e makaukau … Kua
fiafia mo e hula e …
They give an overview of Polyfest, including its origins, for the benefit of listeners:
Ko e tau fiafia fakamotu nei kua taute ke fakakite aki e makaukau he tau aoga, kamata mai he tau 1976.
They identify who the guests on the show will be:
Ko laua nei ko e matua ko Evenigi Ikiua mo e fuata ko Panisi Rex.
In response to the interviewer’s question, the guests express their views in a precise manner. Evenigi makes a
general comment:
Ko e tau fiafia fakamotu ko e mena mua atu he fulufuluola,
which she immediately follows with a specific comment:
Fakatonutonu ti fakatonutonu foki mo e fakaako e tau fuata he atuhau mo fakavaga he tau aga
fakamotu ha Niue.
The interviewer farewells the guests respectfully, "Fakaaue lahi ma tau pulotu", and then adds a request that
they carry on the good work:
Fakamalole ke fakatumau e tau gahua mitaki ia.
How the speakers explore the views of others
The interviewer assumes that listeners support the event:
Ko e tau fakattaga nei ko e tau gahua fulufuluola kua amanaki e tau fnau aoga tokoluga ke eke mo
takitakiaga he ha lautolu a tau fenoga.
For this reason, they do not directly explore listeners’ views.
To find out what their guests think, the interviewer asks them a direct question:
Ko e heigoa e tau manatu ha mua hagao ke he tau fiafia fakamotu ma e tau fanau aoga tokoluga?
An interview is spoken language, so features such as pronunciation, intonation, rhythm, speed, audibility, and
stress all have a bearing on the overall effectiveness of the communication and need to be taken into
consideration.
As well as their choice of language, the tone of the interviewer and guests underscores their passion for
Polyfest. This will come through at points such as:
Ko e fakattaga nei ko e tau gahua fulufuluola … Fakaat a lautolu ke mata lahi … Kumikumi e tau
lagomatai …
In introducing the subject, the interviewer gives a brief description of Polyfest, including its origins, and
includes a personal perspective on its value in terms of helping maintain Niue language and culture; for
example:
Ko e taute pihia ka e ua toka e vagahau Niue ke galo.
In response to the interviewer’s question, the guests offer their views. Panisi’s belief is that the festival
contributes to the maintenance of the language and culture:
Lali ke taofi mo e fakakaut e tau gahua ke lagaki hake aki e vagahau he ha talu motu.
Evenigi first makes a general comment:
Ko e tau fiafia fakamotu ko e mena mua atu he fulufuluola,
and follows this up with a more specific comment:
Fakatonutonu ti fakatonutonu foki mo e fakaako e tau fuata he atuhau mo fakavaga he tau aga
fakamotu ha Niue.
The speakers make it clear that they plan to offer a personal perspective. For example, Evenigi says:
Fakatonutonu ti fakatonutonu foki …
Panisi expresses certainty that this event is of great value for vagahau Niue now and for the generations to
come:
Lali la ke taofi mo e fakakaut e tau gahua ke lagaki hake aki e vagahau he ha talu motu.
The announcer proposes a course of action and justifies it:
… tolomaki atu ke lagomatai e tau gahua ke fakaako e tau fnau ha tautolu ke vagahau e leo Niue mo e
fakamahani ke he tau aga fakamotu ha taua.
Evenigi justifies her description of the importance of the event by making a direct appeal to the listeners to
pray for its continuation:
Liogi ni ke tumau e tau fiafia fakamotu.
The interviewer explains how, by taking part in Polyfest, young people come to understand the language and
culture:
Kua fiafia mo e hula lahi e tau fnau Mauli mo e tau fnau he Atu Pasifika ke he tau koli, tau lologo, mo
e tau fakamatala vagahau fakamotu.
The interviewer aims to strengthen support for Polyfest by explaining just how long it has been running:
kamata mai he tau 1976, Tu taha, tau matakau aoga i Okalana.
The interviewer clearly supports Polyfest as a means for teaching, learning, and maintaining Niue language
and culture:
H h i ai he fale fakaploa tala.
They assume that listeners also support the event, as they include in their farewell a plea for listeners to carry
on the good work:
Fakamalolo ke fakatumau e tau gahua mitaki ia.
Both guests are clearly in favour of Polyfest and explain why. For example, Panisi is of the view that, by
participating in the event, students contribute to the survival of the language:
Lali la ke taofi mo e fakakaut e tau gahua ke lagaki hake aki e vagahau he ha talu motu.
Speakers use imperatives to elicit support from listeners; for example:
Haia ma tau tagata … Liogi ni ke tumau … fakatonutonu … fakaat a lautolu …
The use of inclusive pronouns makes the audience feel that they also contribute to the success of this event;
for example:
fakamotu ha taua, talu fanau aoga tokoluga; ha tautolu; vagahau he ha talu motu.
'Mauli' is a transliteration of 'Mori', just as 'Okalana' is a transliteration of 'Auckland'.
'Fakamotu' is the term commonly used to denote Niue culture. This is consistent with the use of 'motu'
(island) to refer to Niue.
In vagahau Niue, 'fnau' refers to children. In other Polynesian languages, the cognate can have different
meanings. For example, 'whnau' in te reo Mori means the wider family, but in Tongan, 'fnau' means
offspring, children.
Formulaic expressions appropriate to radio are used in the interview. For example, the interviewer greets
listeners with a formal, respectful greeting:
"Fakaalofa hofihofi atu"
Thanks the speakers with:
"Fakaaue lahi ma tau mamatua pulotu"
And farewells listeners with the request:
"Fakamalolo ke fakatumau e tau gahua mitaki ia."
The Niue language, like other languages, uses idiomatic expressions to convey ideas. Evenigi uses the idiom,
'Ko e alito', which conveys the sense of something so precious as to be like the heart. Evenigi refers to Niue
culture as 'the heart of Niue'.
Panisi uses the expression 'neke aloalo mai', which reinforces the notion of farewell, of saying goodbye
forever to someone or something. Language is personified as waving sadly because it is fading away, heading
to a place we cannot go. The image suggests something precious slipping away, which, once gone, will be
very difficult to retrieve.
Repetition is a feature of oratory in vagahau Niue and across languages. The interviewer and one of the
guests uses repetition to emphasise ideas, for example:
loga mo loga; fakatonutonu ti fakatonutonu foki.
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Students could explore how the same issues could be presented in vagahau Niue using different text types,
for example, a speech, video presentation, debate, radio talkback show, poem, or online chat. What language,
conventions, or protocols might students need to know and use when creating such texts? What levels of
language would they use? What resources and stimulus material might they use? What comparisons could
they make with equivalent texts in English and other known languages?
For example, students could listen to radio broadcasts in vagahau Niue and look for common features. For
example, the language of greetings, or how conversations are maintained and ended. They could then
compare their findings with broadcasts in other known languages.
create meaning.
Example 1: Poem (lament)
Galulolo i Smoa
30 Setema 2009 i le fitu i le taeao, ae fa ‘alogoina loa le leo mai Rama
Talofa Smoa le atunuu pele, ua pia faamanu i faga
Se tala fa ‘amomoiloto ua logo ai Aotearoa ma ua fa ‘amanu ‘alia ai uma o agaga
Mafui ‘e ma galulolo malolosi ua tafi esea ai a ‘ai ma fano ai le faitau selau o tagata.
Talofa i le Atu-Aleipata, Falelili, Siumu e agai mai i Safata ma Lefaga
Sa lilo i manatu, o le fea e le to ‘as o le moana o outou afioaga
Le matalasi o tou siosiomaga, sa fai ma mata ‘aga i le tele o tausaga
Le sami tioata ma le oneone sinasina, ua fai nei ma tu ‘ugamau o le tele o agaga
Smoa ia aua nei tatou fesiligia pe fa ‘ase i le mamana o ana galuega
O le tatou olaga ua uma ona i ai ona aulape ma vaevaega
Ia noa ona tu’uaia o se mala ae o se tofotofoga i o tatou tagata
Faamausal ai lagona e i ai le taimi e ave fa ‘agaoi ai o tatou agaga
E ui lava ina ua matagitaumuaina le tatou s Smoa i lenei tausaga
Ia aua lava nei galo ua n o se fuga o le vao o tatou olaga
Ae ia tatou fa ‘atuatua pea ma loto tetele
E leai s tasi e taumsina ma le finagalo o le Silisili Ese
Au o le ti ‘a e le seua o le t foi e le agaia lona finagalo
E fa ‘i le moto e tau foi le pula, o Ia e aumai ma toe aveese i so ‘o se aso.
– Rasela Lafaele-Uili
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A lament for the loss of loved ones in Smoa following the tsunami of September 2009.
Text type
Poem. Receptive.
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The poet uses descriptive expressions to convey information:
Le matalasi o tou siosiomaga, sa fai ma mata ‘aga i le tele o tausaga … Le sami tioata ma le oneone
sinasina, ua fai nei ma tu ‘ugamau o le tele o agaga.
She gives factual information, for example:
Talofa i le Atu-Aleipata, Falelili, Siumu e agai mai i Safata ma Lefaga.
She expresses emotions by connecting the story of the tragedy in Smoa to her personal feelings:
Se tala fa ‘amomoiloto ua logo ai Aotearoa ma ua fa ‘amanu ‘alia ai uma o agaga.
She uses a command to indicate action that is needed:
Ae ia tatou fa ‘atuatua pea ma loto tetele.
She expresses sympathy by the way in which she uses the word Talofa:
Talofa Smoa le atunuu pele …
She offers hope to others:
O le tatou olaga ua uma ona i ai ona aulape ma vaevaega … E fa ‘i le moto e tau foi le pula, o Ia e
aumai mo toe aveese i so ‘o se aso.
How the poet explores the views of others
The poet offers a personal response to the news of the devastation in Smoa. As she explores her own feelings,
and through the advice she offers, readers are challenged to consider their own responses.
She offers opportunities to challenge and explore Christian views of self and others:
Smoa ia aua nei tatou fesiligia pe fa ‘ase? i le mamana o ana galuega
O le tatou olaga ua uma ona i ai ona aulape ma vaevaega
Ae ia tatou fa ‘atuatua pea ma loto tetele
How the poet develops and shares personal perspectives
The poet uses metaphors to expand ideas, for example:
Le sami tioata ma le oneone sinasina ua fai nei ma tuugamau … O le ti ‘a e le seua o le t e le agaia lona
finagalo.
She offers a course of action:
Fa ‘amausal ai lagona e i ai le taimi e ave fa ‘agaoi ai o tatou agaga.
She expresses hope for the future:
E ui lava ina ua matagitaumuaina le tatou s Smoa i lenei tausaga … Ia aua lava nei galo ua n o se fuga
o le vao o tatou olaga.
She shares a personal view:
E leai se tasi e taumsina ma le Silisili Ese.
The poet extends an argument to justify an opinion:
Smoa ia aua nei tatou fesiligia pe fa ‘ase i le mamana o ana galuega … Fa ‘amausal ai lagona e i ai le
taimi e ave fa ‘agaoi ai o tatou agaga …
She justifies the advice she is giving by stating a known truth:
Fa ‘amausal ai lagona e i ai le taimi e ave fa ‘agaoi ai o tatou agaga.
The poem illustrates the use of figurative language, for example, metaphor, to sustain a point of view:
Le sami tioata ma le oneone sinasina, ua fai nei ma tu ‘ugamau o le tele o agaga.
The writer’s advice to be strong in the Christian faith either supports or challenges the reader or hearer,
depending on their own personal beliefs:
Ae ia tatou fa ‘atuatua pea ma loto tetele … E leai s tasi e taumsina ma le finagalo o le Silisili Ese.
Through the advice she offers, the poet offers a challenge to those who suffered from the devastation caused
by the tsunami:
E ui lava ina ua matagitaumuaina le tatou s Smoa i lenei tausaga … Ae ia tatou fa ‘atuatua pea ma loto
tetele.
In this context, the greeting Talofa conveys sympathy:
Talofa Smoa le atunuu pele, ua p ‘ia faamanu i faga.
Greetings in other languages can also convey different meanings depending on the context. For example, the
English 'hello' can be used as an exclamation expressing surprise.
Metaphor is a common feature of poetry across languages. An example from this poem is:
ua poia faamanu i ofaga
Setema is a transliteration of the English 'September'.
The poet’s use of 'Aotearoa', the te reo Mori term for New Zealand, creates a link with New Zealand readers.
The use of moana (sea, ocean) connects with other Pacific cultures that use the same word.
The poet uses a story from the Bible to convey the kind of grief she is experiencing. The story is well known
to Smoan people because it is often recounted at funerals. The use of the story intensifies the description of
the grief of those in New Zealand who mourn the loss of people and land in Smoa and places this grief in a
cultural context.
The term 'Silisili Ese' is used instead of 'Atua' is to place greater emphasis on the power of God.
The last two lines of the poem echo the language that an orator would use when offering a gift to express
sympathy to the family of a deceased person, or that a church minister would use during a funeral service:
Au o le ti ‘a e le seua o le t foi e le agaia lona finagalo … E fa ‘i le moto e tau foi le pula, o Ia e aumai
ma toe aveese i so ‘o se aso.
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Students could explore how people express grief and sympathy in different situations, how these sentiments
are conveyed in different text types, and the particular linguistic and cultural features of such texts. They
could compare these texts with comparable texts in English, and in other languages known to students.
Students could investigate the more common forms of poetry in gagana Smoa and compare these with their
counterparts in English and other known languages. What similarities and differences in terms of form and
purpose can students observe?
Example 2: Cremation in Smoa
Glossary
faaliu efuefu — cremate
alagtatau — possible
talitonuga fa ‘akerisiano — Christian beliefs
Tony — Ou te matua tete ‘e lava i lenei autu ona o itu nei
1. Ua le tusa ai ma le aganuu ma le fa'asmoa, e tatau lava ona lagomau le tagata pe a maliu. Ina ua soifua
mai le tagata ola, e tanu lona fanua i le eleele aua o lona fa'asinomaga lea ma lona tupuaga. O lea e
tatau ai lava ona tuu atu le tino maliu i lona eleele e lagomau filemu ai.
2. O se itu foi ua le talafeagai ma le fa‘akerisiano, aua e pei e foliga mai o le ua maliu ua tuu sa'o atu lava
i le afi e mu ai lona tino. O se auala e faigata ona talia e o tatou tagata.
3. O se auala ua fa'aalia ai le l alolofa o le aiga i l ua maliu, au e pei na o meaola ua talafeagai ai le susunu
ae ua le fetaui ona faia i tagata. Ou te matua teena ai lenei autu.
Susan — Ou te matuai lagolagoina le aut ona o itu nei
1. O le a avea ma fa ‘amama avega i le taugata o le soifuaga i aso nei. O le a le toe fa'aaluina ni tupe i
1.
pusa maliu ma nisi teuga moomia e pei o ie ma fugalaau e teuteu ai le pusa maliu. O le a tele foi se
tupe e sefe mai i le fa ‘atauga o taga sima, laupapa ma fao, oneone fa'apea le totogi mo i latou o le a
gafa ma le fausiaina o tuugamau, pe afai e leai se tasi o le aiga e mafai ona faia. Ma le isi manatu, o loo
tele foi atunuu o faatino ai lenei auala e pei foi o Niu Sila nei.
2. Afai o se tasi na mvae ane i lona aiga e tatau ona faaliu efuefu, e tatau lava ma talafeagai ona fa
‘ataunuu le mavaega.
3. O le a fa ‘aititia ai le tele o fanua ua fa'aaogaina mo tuugamau. Aua afai o le a tatanu pea tagata maliliu
o lona uiga, i le isi 50 tausaga o lumanai ua matua leai ni fanua e toe avanoa mo fa'atoaga, fale ma isi
galuega e tatau ona faia.
O ala ia o le lagolagoina o lenei aut.
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An extract from a debate in a radio talkback setting. Tony speaks against the idea of cremation in Smoa, and
Susan speaks for the motion.
Text type
Debate. Productive
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Tony presents his argument against the motion, for example:
Ou te matua tete ‘e lava i lenei autu ona o itu nei.
Tony provides evidence for his opinion:
Ua le tusa ai ma le aganuu ma le fa ‘asamoa e tatau lava ona lagomau le tagata pe a maliu.
Susan presents her views for the motion:
Ou te matuai lagolagoina le aut ona o itu nei.
Tony raises cultural concerns about cremation. In doing so, he is exploring and giving voice to concerns that
others may have already expressed:
Ua le tusa ai ma le aganuu ma le fa ‘asamoa e tatau lava ona lagomau le tagata pe a maliu.
Tony comments on the traditional Smoan view, which is based on Christian beliefs:
O se itu foi ua le talafeagai ma le fa ‘akerisiano.
Susan explores the economic-related impacts on for families:
O le a avea ma fa ‘amama avega i le taugata o le soifuaga i aso nei … O le a le toe fa ‘aaluina ni tupe i
pusa maliu ma nisi teuga moomia e pei o ie ma fugalaau e teuteu ai le pusa maliu.
Those listening to the speakers will be challenged to explore their own views on this sensitive issue.
To support her position, Susan makes comparisons with other countries including New Zealand:
O lo ‘o tele foi nisi atunuu o loo faia le tulaga lea e pei foi o Niu Sila.
She also makes links to the land, plantation, and family homes that are so central to the Smoan way of life:
Aua afai o le a tatanu pea tagata maliliu o lona uiga i le isi 50 tausaga o lumanai ua matua leai ni fanua
e toe avanoa mo faatoaga, fale ma isi galuega e tatau ona faia.
Both speakers share and develop their personal perspectives and, as they do so, extend their arguments.
Tony justifies his own ideas of the importance of burial in aganu'u fa'asmoa:
Ua le tusa ai ma le aganuu ma le fa ‘asamoa.
He uses the traditional Smoan interpretation of Christian burial to support his stance:
O se itu foi ua le talafeagai ma le fa ‘akerisiano.
Susan supports her argument for cremation as a way of lessening the financial burden on families:
O le a avea ma fa ‘amama avega i le taugata o le soifuaga i aso nei. O le a le toe fa ‘aaluina ni tupe i
pusa maliu ma nisi teuga moomia.
Tony challenges cremation as going against the traditional Smoan values of caring and respect:
O se auala ua fa ‘aalia ai le l alolofa o le aiga i l ua maliu, au e pei na o meaola ua talafeagai ai le
susunu ae ua le fetaui ona faia i tagata. Ou te matua teena ai lenei autu.
Susan supports cremation on the grounds that it will financially assist families, but her ideas will challenge
those who hold to traditional views:
O le a tele foi se tupe e sefe mai i le fa ‘atauga o taga sima, laupapa ma fao, oneone fa ‘apea le totogi
mo i latou o le a gafa ma le fausiaina o tuugamau.
Tony and Susan’s presentation will challenge listeners to engage with the arguments put forward, and to
reflect on their own understandings and beliefs, and the grounds on which they are based.
As Susan and Tony provide information, justify their arguments, and maintain the flow of ideas, they create
extended text.
Tony bases his argument on the need to be true to one’s cultural beliefs and values. For example, he says that
a person’s body belongs to the land:
O lea e tatau ai lava ona tuu atu le tino maliu i lona eleele e lagomau filemu ai.
Susan presents the environmental and economic benefits of cremation:
O le a tele foi se tupe e sefe mai i le fa ‘atauga o taga sima, laupapa ma fao …
Susan and Tony sustain interaction with their listeners by carefully presenting their arguments, explaining
their ideas in detail, and supporting ides with reasons and evidence. Listeners will make meaning from what
they hear, reflect on their own beliefs, attitudes and understandings, make connections, and find their own
viewpoints reinforced or challenged.
For example, Susan, by referring to the land, plantation and family homes that are central to the Smoan way
of life, connects to her listeners’ knowledge and understanding of 'aganu ‘u fa ‘asmoa':
Aua afai o le a tatanu pea tagata maliliu o lona uiga, i le isi 50 tausaga o lumanai ua matua leai ni fanua
e toe avanoa mo faatoaga, fale ma isi galuega e tatau ona faia.
Debate is a form of argument found in many cultures. A key element of all debate is the persuasive use of
language. Susan’s use of emotive language (for example, 'faamama avega i aiga nuu ma alalafaga i le
tapenaina o maliu') may persuade families who have experienced the financial burden of funerals to consider
cremation as an alternative.
The text illustrates the use of formulaic expressions to introduce arguments. For example, Tony says:
Ou te matua tete ‘e lava, and Susan says, Ou te matuai lagolagoina …
'Kerisiano' (Christian), used in the compound word fa ‘akerisiano, is a borrowing from English.
Tony and Susan use the 't' style because they are speaking in a formal context. For example, Tony says, "O se
auala ua fa ‘aalia ai le l alolofa o le aiga i l ua maliu, au e pei na o meaola ua talafeagai ai le susunu ae ua le
fetaui ona faia i tagata", and Susan responds, "Ma le isi manatu o loo tele foi atunuu o faatino ai lenei auala e
pei foi o Niu Sila nei".
Susan refers to 'mavaega' (will, bequest) and suggests that, if it is someone’s dying wish, then it should be
respected:
Afai o se tasi na mvae ane i lona aiga e tatau ona fa'aliuefuefu, e tatau lava ma talafeagai ona fa
‘ataunuu le mavaega.
Tony uses respectful language to convey a point of view: Ina ua soifua mai le tagata … and when he refers to
those who have died:
O lea e tatau ai lava ona tuu atu le tino maliu i lona eleele e lagomau filemu.
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Students could explore the ways different cultures deal with death and funerals. For example, they could
compare 'tangi' (Mori funeral) and 'maliu' (Smoan funeral), and funeral practices in other cultures.
Students could use the knowledge they gain to reflect on their own beliefs and assumptions. How could they
use this knowledge to interact more knowledgeably with other speakers of gagana Smoa, and to make
meaning from different texts in gagana Smoa?
Example 3: Interview with political candidate
Teuila — Fa ‘atalofa atu Paul. Fa ‘afetai atu lava mo le fa ‘aavanoaina mai o lou taimi, ae o le a tuu sao loa le
fesili. O le a sou silafia i ni tomai ma ni agavaa e tatau ona iai i se tasi o le a filifilia mo le Palemene?
Paul — E muamua ona ou fa ‘atalofa atu foi i lau Susuga. Fa ‘afetai atu foi mo le fa ‘afesili. Ae ou te lagona
o itu taua nei:
Muamua, ia fa ‘amaoni. Soo se tasi e fia avea ma faipule ia fa ‘amaoni i lona tofiga. Ia aua nei alofa fa ‘apito
ae ia tutusa uma tagata i lana vaai.
Lua, ia lava le tomai ma le agavaa i tulaga tau polokiki. Ia pei o se tuua o se aiga ma alalafaga i le iai lea o le
tf mamao ma le utaga loloto. Ia malamalama i itu uma o le galuega.
O le isi foi itu ia aua nei afaina le sui ini soligatulafono, ma ia lava le pale ma le onosai i lona tofiga.
Teuila — Faafetai lava mo lau faasoa, e sao lele lava lau saunoaga aua ua toatele foi faipule ua manatu mama
i o latou tofiga. Ae ou te talitonu e toatele lava tamaiti o loo fia mananoa e avea ma palemia o Niu Sila, i se
taimi oi luma. Faamolemole lau Susuga Paul, o a ni au fautuga mo tamaiti o loo mafaufau e fia avea ma
faipule i le lumanai?
Paul — Faafetai lava mo le fesili. Muamua, toaga e fai mea aoga. Lua, filifili faalelei ni au uo e lagolagoina
ma fesoasoani ia te oe ma lau taumafaiga. Tolu, aua le fiugofie. Fa, e pei ona ou fai atu ia faamaoni i gaulega
uma ete faia, totonu o lou aiga, aoga ma soo se mea.
Teuila — Ia fa ‘afetai atu lava i lau Susuga Paul mo lenei avanoa fa ‘aauro ua e faasoa mai ai. E le taumate le
oa ma le tamaoaiga o lou finagalo na faaalia. E moni lava e le faigofie lenei gaulega ma lona tofiga. Ae
talosia ia toe maua se isi taimi i le lumanai e te fa ‘asoa mai i nisi tulaga e lei oo iai le ta talanoaga. Fa
‘asoifuaina ma ia manuia.
Paul — Fa ‘afetai atu foi ia te oe le tamaitai, ae talosia ia se isi aso oi luma. Ae fa ‘asoifuaina.
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This is part of an interview between Teuila, a year 13 student, and Paul, a local candidate in the central
government elections. They discuss the attributes that are desirable in a political leader.
Text type
Interview. Interactive.
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Teuila uses extended sentences. This can be seen, for example, where she acknowledges a response and leads
into the next question:
Faafetai lava mo lau faasoa, e sao lele lava lau saunoaga …
She varies the structures she uses to ask questions and communicate meaning:
Faamolemole lau Susuga Paul, o a ni au fautuga mo tamaiti o loo mafaufau e fia avea ma faipule i le
lumanai?
When Teuila responds, she communicates respect through the use of formulaic expressions that are typical of
formal language:
Faafetai lava mo lau faasoa … O le a sou silafia i ni tomai ma ni agavaa e tatau ona iai i se tasi o le a
filifilia mo le Palemene? … Fa’asoifuaina ma ia manuia.
Teuila’s questions concerning the qualities needed by a future political leader frame the interview. For
example:
O le a sou silafia i ni tomai ma ni agavaa e tatau ona iai i se tasi o le a filifilia mo le Palemene?
Teuila proposes the possibility of another interview at a later stage:
Ae talosia ia toe maua se isi taimi i le lumanai e te fa ‘asoa mai i nisi tulaga e lei oo iai le ta talanoaga.
Fa ‘asoifuaina ma ia manuia.
Teuila uses direct questioning to explore Paul’s views:
O le a sou silafia i ni tomai ma ni agavaa e tatau ona iai i se tasi o le a filifilia mo le Palemene?
Listeners to the interview will make meaning from what they hear and will find themselves exploring how
what they hear fits with their own views, beliefs, and understandings.
She expresses respect for, and confidence in, Paul’s credibility and expertise:
E le taumate le oa ma le tamaoaiga o lou finagalo na faaalia.
Teuila expresses ideas and opinions coherently and with certainty:
Ae ou te talitonu e toatele lava tamaiti o loo fia mananao e avea ma palemia o Niu Sila, i se taimi oi
luma.
She uses praise in a culturally appropriate manner to communicate her appreciation of the wealth of
information shared by Paul:
E le taumate le oa ma le tamaoaiga o lou finagalo na faaalia.
Teuila justifies Paul’s opinion through the use of evidence:
… e sao lele lava lau saunoaga aua ua toatele foi faipule ua manatu mama i o latou tofiga.
She justifies her personal opinion:
… ou te talitonu e toatele lava tamaiti o loo fia mananao e avea ma palemia o Niu Sila, i se taimi oi
luma.
Teuila expresses support for Paul’s views:
… E le taumate le oa ma le tamaoaiga o lou finagalo na faaalia. But some listeners may be challenged
by them.
Teuila agrees that being a politician is difficult:
E moni lava e le faigofie lenei gaulega ma lona tofiga. Again, some listeners may disagree with her
view.
The text illustrates the use of linking expressions to connect ideas and extend the text:
Ae ou te talitonu … E moni lava …
Teuila uses structured and well thought out questions to sustain the interaction; for example:
Faamolemole la, o a ni au fautuga mo tamaiti o loo mafaufau e fia avea ma faipule i le lumanai?
Note the sentence starters that are typical of interviews in gagana Smoa:
Faatalofa atu … Faamolemole lau Susuga … Faafetai lava mo lau faasoa …
Teuila uses metaphorical language to express opinions:
E le taumate le oa ma le tamaoaiga o lou finagalo na faalia … mo lenei avanoa fa ‘aauro …
Teuila takes care to observe the appropriate protocols when interviewing an adult and a respected member of
the community. This can be seen in her frequent acknowledgement of the person and her use of respectful
forms of language. For example:
Ia fa ‘afetai atu lava i lau susuga Paul mo lenei avanoa faaauro; Fa ‘asoifuaina ma ia manuia; E le
taumate le oa ma le tamaoaiga o lou finagalo na faaalia.
Teuila acknowledges Paul’s views in a respectful manner, observing cultural protocols: Faafetai lava mo lau
faasoa.
Teuila shows understanding of interview conventions in 'aganu ‘u fa ‘asmoa'. For example, she:
uses respectful forms of language:
Susuga, saunoaga, finagalo.
acknowledges her guest before and after each question:
Ou te faatalofa atu i lau Susuga; Faafetai mo lau faasoa.
acknowledges Paul’s expertise:
Fa ‘atalofa atu Paul. Fa ‘afetai atu lava mo le fa ‘aavanoaina mai o lou taimi, ae o le a tuu sao
loa le fesili.
closes the interview by formally offering her guest her best wishes:
Ae talosia ia toe maua se isi taimi i le lumanai e te fa ‘asoa mai i nisi tulaga e lei oo iai le ta
talanoaga. Fa ‘asoifuaina ma ia manuia.
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Students could investigate other interview texts (oral and written) in gagana Smoa. What are the common
linguistic and cultural features? How might students apply their learning when conducting their own
interviews in gagana Smoa?
Through interviews, students could explore different issues, for example, health issues, competitive sport, or
environmental issues. As a follow-up, they could present (as oral, written, or visual texts) their discoveries to
the class.
The class could explore the role of 'matai' in 'aganu ‘u fa ‘asmoa' by interviewing matai, or inviting a matai
along to school to be interviewed by the class. Students could compare comparable roles in different cultures,
for example, kaumatua in te ao Mori, and ariki in Cook Islands culture.
create meaning.
Example 1: Census matters
Fakatapu ki he ‘Otua Mafimafi´.
Fakatapu kia Houeiki, ‘uma ‘a ‘a ha ‘a matpule.
Tapu ki he kau fakamaau´, pea peh ki he kau faiako´.
Fakatapu ki he fanau ako´.
Kae ‘at mo e ki ‘i motu ‘a tu ‘a´ ni ke fakahoko ‘a ‘eku fakahoha ‘a´.
Ko ‘eku kaveinga´: ‘Oku mahu ‘inga ‘a e tohi kakai´ ki he kakai Pasifiki´. ‘I he lau ‘a e ki ‘i motu ‘a ni, ‘oku
mahu ‘inga ‘aupito ‘a e tohi kakai´. Ko e ngaahi fakamatala ‘oku ma ‘u fekau ‘aki mo e tokolahi´, ‘oku ngue
‘aki ia ‘e he Pule ‘anga´ ki hono vahevahe ‘o e pa ‘anga´ ki he ngaahi sekitoa taautaha´. Ko e fakamatala mei
he Sitesitika´, ko e ‘avalisi ‘o e pa ‘anga ‘oku ma ‘u ‘e he ngaahi famili´ he ta ‘u ko e $20,500. Ko e ngaahi
fika pehe´ ni ‘oku´ ne tala ‘a e ngaahi tafa ‘aki ‘oku faingata ‘a ‘ia ai ‘a e ngaahi famili ‘o e Pasifiki´. Kapau
te tau ta ‘etokanga ki he tohi kakai´, pea ‘e fehalaaki mo nounou ‘a e ‘inasi pa ‘anga ‘e vahe ‘i ki he ngaahi
ngue fakalakalaka ma ‘ae kakai pasifiki´.
‘Oku ‘ikai ‘ke u tui tatau mo e ‘uluaki lea´, ‘i he ‘ene peh ‘oku ‘ikai ko hotau fatongia ke tohi hotau tokolahi
‘o ‘ave ki he pule ‘anga´. ‘Oku nau peh ko e fatongia tokua ia ‘o e pule ‘anga´. Kau fanongo, ‘oku hala ‘a e
fakakaukau koia´. Ko hono fakafonu ‘o e foomu tohi kakai´, ko hotau fatongia totonu. Mo ‘oni e lau ‘a
Kennedy, ‘eke pe koeh e me ‘a te ke ala fai ma ‘a ho fonua´, kae ‘ikai ko e ha e me ‘a ‘a e fonua´ ‘e fai ma
‘au´. Koia ai, kakai Pasifiki, tuku e ta ‘emahu ‘inga ‘ia he tohi kakai´. Tuku fakafiefiemlie´. Tuku ‘ai ‘ai noa
‘ia´. ‘Oku mtu ‘aki mahu ‘inga ke tau kau mai koe ‘uhi kae tokangaekina kitautolu ‘i he ngaahi mon ‘ia ‘oku
fou mai mei he Pule ‘anga´.
Leveleva e malanga kau tatau atu.
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Samson, a year 13 learner of lea faka-Tonga, gives a speech at the Polyfest speech competition about the
importance of the census for Pacific Island communities.
Text type
Formal speech, oral. Productive.
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Samson explains the significance of participating in the census:
‘Oku mtu ‘aki mahu ‘inga ‘a ‘etau kau mai ki he tohi kakai.
He emphasises a personal viewpoint:
‘I he lau ‘a ‘aku ‘oku mahu ‘inga ‘aupito ‘a e tohi kakai.
He interprets and presents information to illustrate his ideas:
Ko e fakamatala mei he Sitesitika, ko e ‘avalisi ‘o e pa ‘anga ‘oku ma ‘u ‘e he ngaahi famili he ta ‘u
ko e $20,500.
He suggests that statistics are useful for helping the government identify areas of high need in Pasifika
communities:
Ko e ngaahi fika pehe´ ni ‘oku ne tala ‘a e ngaahi tafa ‘aki ‘oku faingata ‘a ‘ia ai ‘a e ngaahi famili ‘o e
Pasifika.
Samson presents this text orally, so spoken features such as pronunciation, intonation, rhythms, speed,
audibility, and stress patterns have a bearing on the overall effectiveness of the communication and must be
taken into consideration. For example, the definitive accent in 'Fakatapu ki he ‘Otua Mafimafi´' shows that
Samson would stress the final syllable to define meaning.
Also, Samson’s body language (positioning, stance, gesture, movement, etc) must also be taken into account
when considering the effectiveness of the communication.
Samson refutes a viewpoint expressed by the first speaker in the speech competition:
Kau fanongo, ‘oku hala ‘a e fakakaukau ko ia … Ko hono fakafonu ‘o e foomu tohi kakai´, ko hotau
fatongia totonu … ‘eke pe koeh e me ‘a te ke ala fai ma ‘a ho fonua´, kae ‘ikai ko e ha e me ‘a ‘a e
fonua´ ‘e fai ma ‘au´.
He expresses disagreement with the view presented by the first speaker in the competition:
‘Oku ‘ikai ‘aupito ke u tui tatau mo e ‘uluaki lea´ … Kau fanongo, ‘oku hala ‘a e fakakaukau koia …
Samson elaborates on his viewpoint and, in doing so, produces extended text:
Ko e ngaahi fakamatala ‘oku ma ‘u fekau ‘aki mo e tokolahi´, ‘oku ngue ‘aki ia ‘e he Pule ‘anga´ ki
hono vahevahe ‘o e pa ‘anga ki he ngaahi sekitoa taautaha.
He shares his personal views on possible consequences:
Kapau te tau ta ‘etokanga ki he tohi kakai, pea te tau hala leva p ‘e nounou ‘a e ‘inasi pa ‘anga ‘e vahe
‘i ki he ngaahi ngaue fakalakalaka ma ‘ae kakai pasifiki.
The speaker provides justification for his stance:
Ka ‘ikai keke kau ‘e ‘ikai ke tokangaekina kitautolu; Ko e ngaahi fakamatala ‘oku ma ‘u fekau ‘aki mo
e tokolahi, ‘oku ngue ‘aki ia ‘e he Pule ‘anga ki hono vahevahe ‘o e pa ‘anga ki he ngaahi sekitoa
tautaha.
The speaker justifies his appeal for action:
kae tokangaekina kitautolu ‘i he ngaahi mon ‘ia ‘oku fou mai mei he Pule ‘anga. Pea te tau hala leva p
‘e nounou ‘a e ‘inasi pa ‘anga ‘e vahe ‘i ki he ngaahi ngue fakalakalaka ma ‘ae kakai pasifiki´.
The speaker supports his argument with statistics:
Ko e fakamatala mei he Sitesitika … ko e ‘avalisi ‘o e pa ‘anga … he ta ‘u ko e $20,500.
These statistics may challenge the views of others.
Samson uses a line from the late President Kennedy to counter the argument that it is the government’s
responsibility to count each household. This line is also a call to Pasifika communities to get up and
participate in the census as a way of helping the country obtain more accurate data on which to base
important national and communal decisions:
Mo ‘oni e lau ‘a Kennedy, ‘eke pe koe h me ‘a teke ala fai ma ‘a ho fonua´, kae ‘ikai ko e h e me ‘a ‘a
e fonua´ ‘e fai ma ‘au´.
Samson joins main clauses, using conjunctions:
pea, he, koe ‘uhi.
He extends text through the use of long sentences that are nevertheless simple in structure, a feature that is
characteristic of speeches:
Ko e ngaahi fika peh´ ni ‘oku ne tala ‘a e ngaahi tafa ‘aki ‘oku faingata ‘a ‘ia ai ‘a e ngaahi famili ‘o e
Pasifiki´.
Samson would also be sustaining interaction with his audience through his body language and by changing
his delivery in repsonse to audience reaction.
Repetition is a feature of oratory in all languages. Samson uses repetition to emphasise and reinforce his key
ideas:
tuku e ta ‘emahu ‘inga ‘ia … Tuku fakafiefiemlie. Tuku ‘ai ‘ai noa ‘ia´.
He uses all three levels of language in his speech: lea fakaakiakimui or lea fakatkilalo, (humble vocabulary),
lea fakamatpule (polite language) and lea tavale (neutral language). Examples include:
Kae ‘at mo e ki ‘i motu ‘a tu ‘a´ ni … ‘I he lau ‘a e ki ‘i motu ‘a´ ni … (lea faka ‘aki ‘akimui); … ke
fakahoko ‘a ‘eku fakahoha ‘a (lea fakamatpule); and ngue ‘aki, vahevahe, ta ‘etokanga, faingata ‘a ‘ia,
‘ai ‘ai noa ‘ia … (lea tavale).
Samson’s use of all three levels of language indicate that he is very respectful of an audience that has a mix
of higher ranking people like ministers of religion, teachers, adjudicators, elderly parents, students, cultural
leaders, and so on. His use of lea tavale is essential for reasons of clarity, audience understanding, and
connecting with non-fluent speakers of Tongan.
The speaker uses a 'fakatapu' ('preamble') to formally acknowledge those who are present, greeting them
according to their rank and status.
It is customary to begin Tongan speeches in this way, by paying respects to everyone in the audience, starting
with the most distinguished and progressing down the ranks until everyone has been mentioned, whether by
name or by category (chiefs, nobles, ministers, and so on).
The order in which people are acknowledged relates to their social ranking and reveals a stratified society:
… ‘Otua Mafimafi´, … Hou ‘eiki, ‘uma ‘a ‘a ha ‘a matapule, kau fakamaau, kau faiako.
The first greeting is to God, 'Otua Mafimafi', acknowledging the sovereignty and supremacy of God. In
Tongan culture, God is the head of all creation, of higher status than the King, and therefore is the first to be
greeted. The values of 'faka ‘apa ‘apa' ('respect'), '‘apasia' ('reverence') and '‘ofa' ('love') are also illustrated
here. '‘Apasia' ('reverence') is the kind of reverence shown in a religious setting or in church, and '‘ofa'
('love') is the central concept that links all others. '‘Ofa' includes the Christian values of loving and revering
God.
'Hou ‘eiki' is a collective term for 'chiefs', who are ranked highly in Tongan society. Included in this rank are
the titled 'matpule', 'chiefs renowned for their oratory'. Samson is therefore showing respect by singling out
chiefs and chiefly orators for specific mention. Fluent, experienced speakers will scan the gathering and take
note of people to be singled out for mention. And if there are no high ranking people present, then there is no
need to use 'lea fakahouhou ‘eiki' ('chiefly language'). However, young speakers will not usually be familiar
with all the chiefs, so it is safer for them to use '‘hou ‘eiki' ('chiefs') to make a general acknowledgement and
avoid the potential embarrassment of neglecting to greet a great high chief.
The speaker uses a culturally appropriate farewell at the end of the speech:
Leveleva e malanga kau tatau atu.
The word 'malanga' denotes 'sermon' or 'to preach' depending on its use in different contexts. The speaker
therefore concludes with a conventional farewell, but one that metaphorically reminds his listeners of the
specific intention of the speech: to put forward and discuss a proposition or point of view in the same way
that a minister would preach a sermon.
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Students could explore Tongan and English texts and discuss the ways government, private organisations,
schools, and so on, use census statistics. They could present their findings in lea faka-Tonga using different
text types, for example, diagrams, charts, articles for a school or community newspaper, posters, brochures,
or speeches. For example, students could prepare an advertising brochure in lea faka-Tonga to encourage
participation in the census.
Example 2: Letter to new Prime minister
Ki he ‘Etita’,
‘Oku ‘oatu ‘emau talamon kiate koe ‘Eiki Npele Tu ‘ivakan mei he kakai Tonga ‘i ‘Amelika´. ‘Oku mau tui
ko hono fili koe ko e Palemia´ ‘oku mahino mai ai ‘a e loto mo e fiema ‘u ‘e he kakai´ ha pule ‘anga ‘oku
falala ‘anga mo maau. Kae ‘ikai ko e maveuveu ‘o hange koia ne hoko ‘i hono tutu ‘o Nuku ‘alofa ‘i he 2006,
Ngoto ‘a e Pilinisesi Ashika´, feliuliuaki ki he fakamaau ‘anga´, pea mo e fakautuutu ‘o e kk mo e faihala ‘i
he pule ‘anga´.
Te ke lava lelei pe ‘e ‘Eiki Npele Tu ‘ivakano ‘o fakahoko ha taki lelei mo ‘oni. Ko hono liliu ko ia ‘o e pule
‘anga motu ‘a´ ‘aki ‘a e pule ‘anga fo ‘ou faka-temokalati´, ‘oku fiema ‘u leva ke ke loto lahi mo lototo ‘a ke
fakama ‘a ‘a e kk mo e faihala he pule ‘anga´, pea ke ‘i ai ha ngaahi founga fo ‘ou ke langa hake ai ‘a e tu
‘unga ‘ekonomika ‘o e fonua´. He kapau ‘e ‘ikai ke ke lava ‘o fakahoko ‘a e ngaahi me ‘a ko ‘eni´, pea ‘e to e
fakatolonga atu pe ‘a e fu ‘u founga motu ‘a´ ‘o kei pule pe ‘a e kau npele´, kae holo ai pe ki lalo ‘a e tkunga
faka ‘ekonomika ‘o e fonua´.
Faka ‘apa ‘apa atu,
Sione Akemeihakau Mokofisi, MBA
(Adapted from: Sione M Mokofisi. (2011). Letter to the Editor. Matangi Tonga. Vava ‘u Press. Nuku ‘alofa).
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A Tongan resident in the US (Sione A Mokofisi) writes to the editor of Matangi Tonga, a Tongan magazine,
concerning appointment of the new Prime Minister.
Text type
Letter, formal. Receptive.
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The writer, on behalf of Tongans living in the US, conveys greetings and good wishes to the new Prime
Minister:
‘Oku ‘oatu ‘emau talamon kiate koe ‘Eiki Npele Tu ‘ivakan mei he kakai Tonga ‘i ‘Amelika´.
He illustrates his points with lots of ideas, often separated just by commas; for example:
… hange ko ia ne hoko ‘i hono tutu ‘o Nuku ‘alofa …, Ngoto ‘a e Pilinisesi Ashika, feliuliuaki ki he
fakamaau ‘anga, pea mo e fakautuutu ‘o e kk mo e faihala ‘i he pule ‘anga.
At other times he uses compound sentences joined by connectives such as mo, mo e and pea to foreground
the issues; for example:
‘Oku mau tui ko hono fili koe ko e Palemia ‘oku mahino mai ai ‘a e loto mo e fiema ‘u ‘e he kakai´ ha
pule ‘anga ‘oku falala ‘anga mo maau´.
The writer presents his ideas precisely, with clear meaning:
The writer suggests that their choice of prime minister is indicative of the type of government that the people
want:
What the writer says will either support or challenge readers, depending on their particular viewpoint. This is
what letters to the editor are designed to do.
The writer expresses views that are typical of pro-democracy advocates concerning the risks of not changing
the type of government:
He kapau ‘e ‘ikai ke lava ‘o fakahoko ‘a e ngaahi me ‘a ko ‘eni … ‘e holo ai pe ki lalo ‘a e tkunga faka
‘ekonomika ‘o e fonua´.
The writer demonstrates understanding of the type of government that the people do not want:
Kae ‘ikai ko e maveuveu ‘o hange ko e … tutu ‘o Nuku ‘alofa ‘i he 2006 …
The writer expresses confidence in the ability of the Prime Minister:
‘E lava lelei pe ‘e ‘Eiki Npele Tu ‘ivakano ‘o fakahoko ha taki lelei mo ‘oni.
The writer expresses his views on what the new prime minister should do to clean up corruption and injustice
and to create a government that is transparent, reliable, and able to build the economy.
The writer argues that failure to carry out these actions will result in continuation of the old, corrupt
government. For example:
fiema ‘u leva ke ke loto lahi mo lototo ‘a ke fakama ‘a ‘a e kk mo e faihala he pule ‘anga´ … pea ke …
langa hake ai ‘a e tu ‘unga ‘ekonomika ‘o e fonua´. He kapau ‘e ‘ikai … pea ‘e to e fakatolonga atu pe
‘a e fu ‘u founga motu ‘a´ … kae holo ai pe ki lalo ‘a e tkunga faka ‘ekonomika ‘o e fonua´.
The writer proposes a course of action and justifies it:
Ko hono liliu ko ia ‘o e pule ‘anga motu ‘a ‘aki ‘a e pule ‘anga fo ‘ou faka-temokalati …
The writer expresses his views on what the prime minister should do. For example:
‘oku fiema ‘u … ke ke loto lahi mo lototo ‘a ke fakama ‘a ‘a e kk mo e faihala he pule ‘anga.
His views will either support or challenge his readers, depending on their convictions or points of view.
The writer challenges the prime minister to come up with innovative strategies for improving the nation’s
economy:
pea ke ‘i ai ha ngaahi founga fo ‘ou ke langa hake ai ‘a e ‘ekonomika ‘o e fonua´.
The writer uses plural possessive pronouns to indicate that he is writing on behalf of Tongan people in the
US:
‘oatu ‘emau … ‘oku mau … fiema ‘u ‘e he kakai …
His use of 'ke', 'koe', (single pronouns meaning 'you') show that the author is writing directly to the prime
minister; for example:
Te ke, ke ke, ko koe.
The writer uses 'lea fakahouhou ‘eiki' ('chiefly level') vocabulary when he refers to the prime minister, which
shows respect and acknowledges social rank:
‘Eiki npele.
The author refers to the previous government, which recognised the cultural power of the nobles that made
them influential in affairs of government:
… pea ‘e to e fakatolonga atu pe ‘a e fu ‘u founga motu ‘a´ ‘o kei pule pe ‘a e kau npele´ …
The words used to describe the new kind of government are transliterations of English words that have
become part of lea faka-Tonga; for example, 'temokalati' ('democratic') and 'ekonomika' ('economic').
The words used to describe the old kind of government are embedded in the history and social organisation
of Tongan society – for example, 'npele' ('nobles') – and they need to be understood in that context.
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Students could read examples of different text types in written Tongan and analyse their features using the
framework of these context elaborations. As a result of this activity, how has their language and cultural
knowledge developed, and what improvements can they point to in their own writing?
Students could identify an issue of local or international interest and write a letter to the editor of a Tongan
publication (for example, a community newspaper), expressing their views on the issue. How might they
produce a text that is culturally appropriate? Alternatively, they could prepare for a radio or community
interview on the issue, and demonstrate that they can use language that is culturally appropriate for the target
audience.
Students could explore Tongan social organisation at different points in time, and make comparisons with
Tongan society today. They could find out how practices, beliefs, and values have changed over time and as
Tongans have emigrated to the USA, Australia, and New Zealand. What texts could they use to investigate
these changes? What text types could they use to present the results of their research?
Investigate what stories and legends remain important enough to be passed on from generation to generation,
even in the diaspora. What connections can students make with the stories and legends they are familiar from
other cultures? What values do these stories express?
Example 3: Online chat
Brian — Ko e ako fakafetongi ko e ‘oatu ‘emau tamaiki ‘o ako homou ‘apiako, pea ha ‘u mo ha tamaiki ako
mei hena ‘o ako ‘i Nu ‘u Sila´ ni. ‘Oku ‘uhinga?
Slote — ‘Oi, ka ko e h hono lla pea ko e h e tokolahi ‘o e tamaiki ‘e ala kau atu ki he ako fakafetongi?
Brian — Ko e teemi ‘e 1 ki he ta ‘u ‘e 1 pea ‘e lava pe ke a ‘u ‘a e tokolahi ki he 10 pe 15. Ko e ‘uhinga
‘emau fokotu ‘u he ‘oku lahi ange ‘a e ngaahi lelei te mou ma ‘u Slote pea ‘oku ou tui au ‘e lelei ange kia
kimoutolu ke mou poupou ‘i ‘a e ako fakafetongi. Ko e h ho ‘o lau?
Salote — ‘Omai ange’ ha fakatt!
Brian — ‘Uluaki´, ‘e lloa ange ho ‘omou nofo´ pea ‘e ako e me ‘a lahi. Ko hono ua´, ‘e to e lelei ange ho
‘omou lea faka-fakaplangi´ pea mou tokoni foki ki he ‘emau lea faka-Tonga. Faka ‘osi, ‘e lahi ange ho ‘omou
ako ki he mo ‘ui ‘a e kakai pea mo e ngaahi faingamlie ako kehekehe ‘oku ‘i he fonua´ ni. ‘Oku ‘i ai ha ‘o
fehu ‘i? Kuo u meimei fakaloto ‘i kimoutolu?
Salote — ‘Io, ‘oku mau sai ‘ia ai ka ‘oku ff ‘a e me ‘akai mo e nofo ‘anga?
Brian — ‘Oku lahi pe ‘a e me ‘akai faka-Tonga ‘i Nu ‘u Sila´ ni. Ko e fakakaukau ki he nofo ‘e feinga ‘i pe
ke nau nofo ‘i he ngaahi ‘api ‘o e fnau te nau kau ki he fakafetongi he ta ‘u fo ‘ou. ‘Ai pe ke omi e fanau mo
ha me ‘a faka-Tonga ko e me ‘a ‘ofa ki he ngaahi ‘api te nau nofo ai. Mou fakakaukau ki ai pea te u toki fetu
‘utaki atu ki he fakaikiiki ‘o ka mou maau. Kae fakamatala mai e ‘uhinga ho ‘omou fili.
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This is an online chat between two year 13 students: Brian, a learner of Tongan in New Zealand and Salote, a
native speaker from Brian’s sister school in Tonga. They are discussing the merits of a two-week school trip
and a student exchange scheme.
Text type
Online chat, informal. Interactive.
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Brian believes in the merits of student exchanges:
‘Oku lahi ‘a hono ngaahi lelei. ‘Uluaki, ‘e lloa ange ‘enau nofo´; Ua, ‘e to e lelei ange ‘enau lea
fakaplangi …
He elaborates on what a student exchange entails:
Ko e ako fakafetongi ko e oatu ‘emau tamaiki ‘o ako homou ‘apiako, pea ha ‘u mo ha tamaiki ako mei
hena ‘o ako ‘i Nu ‘u Silani´.
He conveys some details about the exchange:
Ko e teemi ‘e 1 ki he ta ‘u ‘e 1 pea ‘e lava pe ke a ‘u ‘a e tokolahi ki he 10 ki he 15.
Brian suggests that students be reminded to bring gifts for host families to show their appreciation of the
hospitality extended to them:
‘Ai pe ke omi e fanau mo ha me ‘a faka-Tonga ko e me ‘a ‘ofa ki he ngaahi ‘api te nau nofo ai.
Brian asks Salote to explain the reasons behind the school’s decision:
Kae fakamatala mai ‘a e ‘uhinga ho ‘omou fili.
Brian asks for clarification:
Ko e h ho ‘o lau!
Brian shares his views on the benefits of student exchanges:
… te mou tokoni ki he lea faka-Tonga ‘a kimautolu ‘i Nu ‘u Sila´ ni … te mou ako ki he mo ‘ui ‘a e
kakai pea mo e ngaahi faingamlie ako kehekehe ‘oku ‘i he fonua´ ni.
Brian justifies the merits of having a student exchange scheme:
‘Oku lahi ‘a e ngaahi lelei … ‘e lelei ange kia kimoutolu ke fai ha ako fakafetongi.
Brian promises to give the school time to digest the ideas that he has shared before he contacts Salote again:
Te u toki fetu ‘utaki atu ki he fakaikiiki.
Brian responds to requests for clarification:
‘Oku lahi pe ‘a e me ‘akai Tonga ‘i Nu ‘u Sila´ ni … ke nau nofo ‘i he ngaahi ‘api ‘o e fnau te nau kau
ki he fakafetongi he ta ‘u fo ‘ou.
Brian tries to persuade Salote to support his proposal by saying that the exchange will be more beneficial to
the students in her school:
… lelei ange kia kimoutolu ke mou poupou ‘i ‘a e ako fakafetongi.
Brian jokes with Salote about how successful he has been in selling the idea of an exchange to her and to her
school:
Kuo u meimei fakaloto ‘i kimoutolu?
She agrees:
‘oku mau sai ‘ia ai.
Brian negotiates meaning and prepares to provide an elaborate explanation:
‘Oku lahi pe ‘a e me ‘akai fakaTonga ‘i Nu ‘u Sila´ ni. Ko e fakakaukau ki he nofo ‘e feinga ‘i pe ke
nau nofo ‘i he ngaahi ‘api ‘o e fnau te nau kau ki he fakafetongi he ta ‘u fo ‘ou.
Brian uses connectives that join main clauses to extend text, for example, 'Mo e, pea'.
Brian uses appropriate chat conventions to keep the dialogue going:
‘oku ‘uhinga? ‘Oku ‘i ai ha ‘o fehu ‘i. Kuo u meimei fakaloto ‘i kimoutolu?
Brian uses many comparisons to convince Salote that her school will benefit from their student exchange
proposal:
… lahi ange ‘a e ngaahi lelei te mou ma ‘u Salote … ‘e lelei ange kia kimoutolu ke mou poupou ‘i …
‘e lloa ange ho ‘omou nofo … e lahi ange ho ‘omou ako ki he moui.
'Plangi' is a Pacific Islands term for white people and, in Tonga, its derivative 'lea fakaplangi' refers to
'English', the language of the white people. This is not exactly correct, because English is not the language of
every white person. But all Tongan people know that 'lea fakaplangi' means 'the English language'.
Knowledge of English is valued by Pacific Island nations, so by referring to it, Brian intends to enhance the
attraction of his proposal.
'Teemi' is a transliteration of the English 'term'. These days it is accepted practice for 'Tonganised'
transliterations of English words to be adopted into the language if there is no suitable, short equivalent.
'Fanau' refers to children or offspring irrespective of age:
‘Oku lahi pe ‘a e me ‘akai fakaTonga ‘i Nu ‘u Sila´ ni. Ko e fakakaukau ki he nofo ‘e feinga ‘i pe ke
nau nofo ‘i he ngaahi ‘api ‘o e fanau te nau kau ki he fakafetongi he ta ‘u fo ‘ou.
The te reo Mori whnau, however, carries the meaning of family, especially extended family. Those who
know the te reo Mori meaning need to be aware of this difference.
Brian and Salote use plural pronouns when talking to each other, for example, 'kimoutolu; hoomou'. In lea
faka-Tonga, pronouns are singular, dual, or plural. By choosing the plural form, Brian and Salote respectfully
include others who are not actual participants in the conversation.
Salote is named after Queen Slote Tupou III, who reigned from 1918 until her death in Auckland in 1965. As
well as contributing greatly to the development of Tonga as a nation, Slote was a well-known poet and
composer of dance songs. So she is an important and respected figure in Tonga, and girls are often named
after her.
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Develop a relationship with a school in Tonga or elsewhere in New Zealand and set up an on-line link where
students can apply their language learning to discussing matters that are relevant to them.
Investigate the life and work of Queen Slote Tupou III and present findings in lea faka-Tonga in texts of
suitable type. What comparisons can students make with people in other cultures who have become known
and respected for their achievements? What values do these people embody?
The communication strand
Progression 1-8 | Progression 6-8
The focus of this strand is on:
extending students’ ability to communicate by giving them opportunities to use and combine the
receptive skills of listening, reading, and viewing, and the productive skills of speaking, writing, and
presenting or performing in culturally appropriate contexts
engaging students in language-learning experiences in which they have opportunities to engage with
their peers in genuine social interactions
fostering authentic language-learning experiences through interactions of other kinds, for example,
when students communicate with speakers of the target language about personal issues, cultural issues,
trade, travel, tourism, or any area of mutual interest
building students’ accuracy and fluency, with an emphasis on ‘intercultural communicative
competence’ rather than native-speaker competence
empowering students to communicate in unfamiliar situations by developing a range of skills to help
them negotiate meaning
encouraging students to use language and text forms and types appropriate to increasingly specific
contexts and situations as they become increasingly aware of the audiences and purposes of the texts
they use and respond to.
Progression in the communication strand: Levels 1-8
Progression in communication is seen in:
the range and complexity of the contexts in which students are able to communicate
students’ ability to communicate in both concrete and abstract contexts
students’ understanding of how language is used effectively in different situations, taking into account
text type and audience.
This progression is evident in the proficiency descriptors and in the achievement objectives for the
communication strand. It is summarised in the following breakdown and attached PDF table:
Progression in the learning languages communication strand (PDF, 46 KB)
Levels 1 and 2
Communicative function:
Receiving and producing
Producing and responding to
Content:
Information, questions and requests
Context:
Familiar expressions
Everyday vocabulary
Supported situations
Use social awareness to communicate appropriately
Levels 3 and 4
Understanding and producing
Expressing and responding to
Content:
Information and ideas, personal needs and interests
Context:
Simple texts
Own background
Immediate environment
Use cultural knowledge to communicate appropriately
Levels 5 and 6
Communicating
Expressing and responding to
Content:
Information, ideas and opinions, personal ideas and opinions
Context:
More complex language
Beyond the immediate context
Understand and produce a variety of text types.
Use knowledge of the situation to communicate appropriately
Levels 7 and 8
Communicating, exploring, developing, and sharing, justifying, supporting, or challenging
Content:
Information
Ideas and opinions
Views of others
Personal perspectives
Own ideas and opinions
Ideas and opinions of others
Context:
Variable and effective language use
Increasingly complex and varied text types
Engaging in sustained interaction
Producing extended texts
Critical response
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Progression in the communication strand: Levels 6-8
In years 11–13, students are extending their linguistic and cultural knowledge and, as a result,
communicating with increasing effectiveness.
Understanding how language conveys intended (and sometimes unintended) meanings, which has its
beginnings in simplistic observations of differences, develops into the ability to use and explore language
sensitively and purposefully.
Students move beyond simple concrete contexts of information exchange to sharing, exploring, justifying,
and challenging ideas, opinions, and perspectives. They develop an increasing repertoire of linguistic and
cultural knowledge, which enables them to critically select language and text types that are appropriate for
the audience.
Level 6
Level 7
Level 8
create meaning.
Language knowledge and cultural knowledge strands
The language knowledge and cultural knowledge strands support the communication strand.
Language knowledge
Cultural knowledge
Progression in language knowledge and cultural knowledge, levels 1–8
Progression in language knowledge and cultural knowledge, levels 6–8
Progression: An example
Language knowledge
developing students’ capacity to learn new languages
finding out about the language and language-learning skills that students already have and
progressively building on these
developing students’ knowledge and awareness of the target language
broadening students’ general language abilities and bringing them into sharper focus
helping students develop as active and motivated learners of a new language and the related culture(s)
helping students discover and develop language and language-learning skills that are useful beyond the
classroom
helping students gain the confidence to experiment and take risks as part of the language-learning
process.
Cultural knowledge
helping students, from the beginning of their language learning, to link languages to social and cultural
contexts
empowering students to develop intercultural competence by exploring the world view associated with
a specific language and culture and to relate this to their own world view
developing students’ motivation and ability to acknowledge both their own and others’ identity,
self-knowledge, attitudes, and skills
developing in students an understanding of the ways in which people who speak the target language,
and whose culture is the target culture, think and behave
encouraging students to develop an exploratory and reflective approach to culture and language and to
realise that they are inseparable
fostering students’ ability to make explicit comparisons and connections between languages and
cultures
enabling students to learn to appreciate and enjoy the arts of the target cultures (for example, literature
and dance).
Progression in the language knowledge and cultural knowledge
strands, levels 1–8
As students progress in their learning, their knowledge moves from simple recognition to description,
understanding, and finally analysis of the linguistic forms and cultural aspects of the target language and
other known languages. This developing knowledge feeds into increasing intercultural communicative
competence.
This progression is evident in the achievement objectives for the language and cultural knowledge strands. It
may be summarised as follows:
Levels 1 and 2
Metacognitive aspect:
Recognition
Situational aspect:
Making connections to known languages and cultures
Levels 3 and 4
Description
Situational aspect:
Comparing and contrasting with known languages and cultures
Levels 5 and 6
Understanding
Situational aspect:
Understanding how languages and cultures are organised according to purpose
Levels 7 and 8
Analysis
Situational aspect:
Analysing text type, purpose, and audience in order to make the most appropriate use of language and
cultural knowledge.
Progression in the language knowledge and cultural knowledge
strands, levels 6–8
Level 6
Students move beyond simply recognising and describing aspects of language and culture to understanding
how language and culture are organised to suit different purposes.
Level 7
Students begin to identify and select appropriate linguistic and cultural forms in relation to features such as
text type, purpose, and audience.
Level 8
Students analyse the communicative situation, considering features such as text type, purpose, and audience
in order to make appropriate choices about the best use of the language and cultural knowledge they possess.
Progression: An example
Levels 1 and 2
Students recognise aspects of the target culture(s) and language(s) and make connections to the cultures and
language(s) they already have knowledge of.
Example (French):
Students recognise that there are two ways of saying ‘you’ in French – tu and vous.
Students can identify similarities between French and other known languages and cultures in how people say
‘you’.
Levels 3 and 4
Students describe aspects of the target culture(s) and language(s) and compare and contrast cultural practices
and languages.
Example (French):
Students can describe that tu is informal and vous is polite and that vous is also used for more than one
person.
Students can compare and contrast informal and polite ways in which the word ‘you’ is expressed in French
and other known languages and cultures.
Levels 5 and 6
Students understand how aspects of the target culture(s) and language(s) are organised for different purposes.
Example (French):
Students understand that the purpose of having both formal and informal words for ‘you’ in French
helps to identify the type and level of relationship between speakers.
Levels 7 and 8
Students analyse how aspects of the target culture(s) and language(s) are organised for different purposes,
audiences, and texts.
Example (French):
Students critically analyse whether to use tu or vous, in order to communicate effectively depending on
the situation (in other words, decide when it might be appropriate to stop using vous with a particular
person and start using tu).
Context elaborations provide examples of what is expected of students who are achieving at the specified
level.
The NCEA languages achievement standards at levels 1, 2, and 3 have been aligned with The New Zealand
Curriculum. The registered standards are on the NZQA website.
A languages matrix overarches all the languages achievement standards with the exception of NZSL. There
are four achievement standards for NZSL and these are all internally assessed.
Each individual language standard at level 1 is registered with a unique ID number.
Level 1 AOs | AS and AOs | Portfolios | AS unique IDs | Resourcing
NCEA level 1 achievement objectives
Five achievement standards can be used to assess languages learning at level 1. These are identified on the
matrix, and reproduced in full below:
Learning languages matrix (PDF, 49 KB)
Four achievement standards can be used to assess NZSL at level 1. These are identified on the matrix and
reproduced in full below:
NZSL matrix (PDF 21KB)
Productive
1.2 Give a spoken presentation in TARGET LANGUAGE that communicates a personal response;
Internal, 4 credits (AS90869, AS90874, AS90879, AS90884, AS90894, AS90904, AS90909)
1.2 Give a presentation in NZSL that communicates a personal response; Internal, 4 credits (AS91796)
1.3 Interact using spoken TARGET LANGUAGE to communicate personal information, ideas and
opinions in different situations; Internal, 5 credits (AS90870, AS90875, AS90880, AS90885,
AS90895, AS90905, AS90910)
1.3 Interact using NZSL to communicate personal information, ideas and opinions in different
situations; Internal, 5 credits (AS91797)
1.5 Write a variety of text types in TARGET LANGUAGE on areas of most immediate relevance;
Internal, 5 credits (AS90872, AS90877, AS90882, AS90887, AS90897, AS90907, AS90912)
1.5 Sign a variety of text types in NZSL on areas of most immediate relevance; Internal, 5 credits
(AS91798)
Receptive
1.1 Demonstrate understanding of a variety of spoken TARGET LANGUAGE texts on areas of most
immediate relevance; External, 5 credits (AS90868, AS90873, AS90878, AS90883, AS90893,
AS90903, AS90908)
1.1 Demonstrate understanding of a variety of NZSL texts on areas of most immediate relevance;
Internal, 5 credits (AS91795)
1.4 Demonstrate understanding of a variety of TARGET LANGUAGE texts on areas of most
immediate relevance; External, 5 credits (AS90871, AS90876, AS90881, AS90886, AS90896,
AS90906, AS90911)
Each individual language standard at level 1 is separately identified by its unique ID number.
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Achievement standards and achievement objectives
Learning languages has a single assessable achievement objective – communication – at each level. This is
different from other learning areas or subjects, where learning is split into a number of achievement
objectives that can be assessed individually or in combination. This means that each of the achievement
standards assesses an aspect or aspects of the communication objective, not different objectives.
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Portfolio-based assessment
Achievement standards 1.3 (AS90870, AS90875, AS90880, AS90885, AS90895, AS90905, AS90910,
AS91797) and 1.5 (AS90872, AS90877, AS90882, AS90887, AS90897, AS90907, AS90912, AS91798) are
assessed on the basis of interactions and writing/signing that take place over a lengthy period of time.
Students record/collect examples of their interactions/writing/signing and present these at the required time.
Teachers need to make sure that their students understand this requirement, and the conditions, early on in the
school year.
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Level 1 achievement standards unique ID numbers
Language
Chinese
Cook Islands Mori
French
German
Japanese
Smoan
Spanish
New Zealand Sign
Language
1.1
1.2
1.3
1.4
1.5
Listen,
respond
Speak,
present
Interact
View,
respond
Write
90868
90873
90878
90883
90893
90903
90908
90869
90874
90879
90884
90894
90904
90909
90870
90875
90880
90885
90895
90905
90910
90871
90876
90881
90886
90896
90906
90911
90872
90877
90882
90887
90897
90907
90912
Watch and
respond
Sign, present Interact
91796
Sign for different
purposes
91797
91795
91798
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Resourcing
Learn more:
NZQA: NZSL subject resources
Curriculum. The registered standards are on the NZQA website.
A languages matrix overarches all the languages achievement standards.
Five achievement standards can be used to assess languages learning at level 2 with the exception of NZSL.
There are four achievement standards for NZSL and these are all internally assessed.
These are identified on the languages matrix and reproduced in full below:
NZSL matrix (PDF 21KB)
Productive
2.2 Give a spoken presentation in TARGET LANGUAGE that communicates information, ideas and
opinions; Internal; 4 credits (91109, 91114, 91119, 91124, 91134, 91144, 91149)
2.2 Give a presentation in NZSL that communicates information, ideas and opinions; Internal, 4 credits
(AS91800)
2.3 Interact using spoken TARGET LANGUAGE to share information and justify ideas and opinions
in different situations; Internal; 5 credits (91110, 91115, 91120, 91125, 91135, 91145, 91150)
2.3 Interact using NZSL to share information and justify ideas and opinions in different situations;
Internal, 5 credits (AS91801)
2.5 Write a variety of text types in TARGET LANGUAGE to convey information, ideas, and opinions
in genuine contexts; Internal; 5 credits (91112, 91117, 91122, 91127, 91137, 91147, 91152)
2.5 Sign a variety of text types in NZSL to convey information, ideas and opinions in genuine contexts;
Internal, 5 credits
Receptive
2.1 Demonstrate understanding of a variety of spoken TARGET LANGUAGE texts on familiar
matters; External; 5 credits (91108, 91113, 91118, 91123, 91133, 91143, 91148)
2.1 Demonstrate understanding of a variety of NZSL texts on familiar matters; Internal, 5 credits
(AS91799)
2.4 Demonstrate understanding of a variety of written and/or visual TARGET LANGUAGE texts on
familiar matters; External; 5 credits (91111, 91116, 91121, 91126, 91136, 91146, 91151)
Each individual language standard at level 2 is separately identified its unique ID number.
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Achievement standards 2.3 (91110, 91115, 91120, 91125, 91135, 91145, 91150, 91801) and 2.5 (91112,
91117, 91122, 91127, 91137, 91147, 91152, 91802) are assessed on the basis of interactions and
writing/signing that take place over a lengthy period of time. Students record/collect examples of their
interactions/writing/signing and present these at the required time. Teachers need to make sure that their
students understand this requirement, and the conditions, early on in the school year.
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Language
2.1
Chinese
Cook Islands Mori
French
German
Japanese
Smoan
Spanish
New Zealand Sign
Language
2.2
2.3
2.4
2.5
Listen, respond Speak,
present
Interact View,
respond
Write
91108
91113
91118
91123
91133
91143
91148
91109
91114
91119
91124
91134
91144
91149
91110
91115
91120
91125
91135
91145
91150
91112
91117
91122
91127
91137
91147
91152
Watch and
respond
Sign, present Interact
91800
91799
91111
91116
91121
91126
91136
91146
91151
Sign for different
purposes
91801
91802
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Resourcing
Learn more:
NZQA: NZSL subject resources
Curriculum. The registered standards are on the NZQA website. Achievement standards for level 3 NZSL are
under development and will be available from 2017.
A languages matrix overarches all the languages achievement standards.
Five achievement standards can be used to assess languages learning at level 3. These are identified on the
languages matrix and reproduced in full below:
Productive
3.2 Give a clear spoken presentation in TARGET LANGUAGE that communicates a critical response
to stimulus material; Internal; 3 credits (91534, 91539, 91544, 91549, 91554, 91559, 91564, 91569)
3.3 Interact clearly using spoken TARGET LANGUAGE to explore and justify varied ideas and
perspectives in different situations; Internal; 6 credits (91535, 91540, 91545, 91550, 91555, 91560,
91565, 91570)
3.5 Write a variety of text types in clear TARGET LANGUAGE to explore and justify varied ideas and
perspectives; Internal; 5 credits (91537, 91542, 91547, 91552, 91557, 91562, 91567, 91572)
Receptive
3.1 Demonstrate understanding of a variety of extended spoken TARGET LANGUAGE texts;
External; 5 credits (91533, 91538, 91543, 91548, 91553, 91558, 91563, 91568)
3.4 Demonstrate understanding of a variety of extended written/visual TARGET LANGUAGE texts;
External; 5 credits (91536, 91541, 91546, 91551, 91556, 91561, 91566, 91571)
Each individual language standard at level 3 will be separately identified by its unique ID number.
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Achievement standards 3.3 (91535, 91540, 91545, 91550, 91555, 91560, 91565, 91570) and 3.5 (91537,
91542, 91547, 91552, 91557, 91562, 91567, 91572) are assessed on the basis of interactions and writing that
take place over a lengthy period of time. Students record/collect examples of their interactions/writing and
present these at the required time. Teachers need to make sure that their students understand this requirement,
and the conditions, early on in the school year.
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Language
Chinese
Cook Islands Mori
French
German
Japanese
Korean
Smoan
Spanish
3.1
3.2
3.3
3.4
3.5
Listen, respond
Speak, present
Interact
View, respond
Write
91533
91538
91543
91548
91553
91558
91563
91568
91534
91539
91544
91549
91554
91559
91564
91569
91535
91540
91545
91550
91555
91560
91565
91570
91536
91541
91546
91551
91556
91561
91566
91571
91537
91542
91547
91552
91557
91562
91567
91572
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Resourcing
Learn more:
Connections
Given its cross-curricular nature, learning languages links readily to much of what students are learning in
other subjects – and opens up many pathways to further learning. Teachers should make some of these links
explicit so that students can see a bigger purpose in their daily learning and so that they will feel encouraged
to continue.
Te Marautanga o Aotearoa has a central focus on learning a language, te reo Mori.
Connections between learning languages and other curriculum areas
English
In learning languages, students learn to use a language to make meaning, developing the skills of listening,
reading, writing, speaking, presenting, and producing. They learn how language is expressed in a variety of
text forms.
In English, students make meaning through listening, reading, and viewing, and create meaning through
speaking, writing, and presenting. They come to understand how English works in a variety of text forms.
English and learning languages teachers could compare the types of texts they use in class, such as emails,
poems, blogs, and short stories, so that they can make deliberate links for the students when discussing
appropriate language choices, structures, purposes, and audiences. Texts about different countries and
cultures could be shared across classes.
The arts
In learning languages, students explore the beliefs and cultures of another society through language and, as
they do so, come to understand more about themselves and others.
In the arts, students use movement, sound, and image to make sense of the world and their own identities.
Students could:
explore traditional dance from the culture of the target language, and compare it with contemporary
dance (for example, can-can vs hiphop)
improvise or role-play in the target language, using traditional stories or fictional events; role play
using puppets or watch or perform a scene from a story
enjoy and explore songs or music in different languages, expressing preferences and discussing lyrics.
Social sciences
In learning languages, students explore different beliefs and cultures in the world around them and, in the
process, come to understand more about themselves and others.
In social sciences, students explore how societies work, and how they can participate as informed and
responsible citizens.
Students could:
produce a comparison study of the local area and a comparable area in the target country/ies using
pictures, maps, videos, and internet sites – corresponding with a school if possible
explore themes of change and continuity in the target country; for example, working as a historian,
using artefacts, paintings, and old and modern photographs to present their understandings of a cultural
aspect of a country where the target language is spoken
compare the New Zealand lifestyle with life in the target country, exploring communities, ways of life,
environments, pastimes, climate, tourism, homes, transport, and so on.
Mathematics and statistics
In learning languages, students learn to communicate in an additional language in such a way that others can
understand them.
In mathematics and statistics, students learn to express relationships between quantities, space, and data in
ways that help them to make sense of the world around them, and in ways that covey meaning to others.
Students could:
plan travel to and around the target country using timetables in the 24-hour clock, and
measuring/estimating distance
role play a shopping trip, calculating purchases in different currencies.
Te reo Mori
In learning languages, students explore the beliefs and cultures of societies in which the target language is
spoken. As they do so, they come to understand more about themselves and others.
In te reo Mori, students learn to express themselves using speech, body language, and written language, and
to use their language to express their own uniqueness and heritage.
Teachers of te reo Mori and learning languages could compare a variety of types of texts, such as waiata,
speeches, and short stories, so that they can make deliberate links for the students when they discuss
appropriate language choices, structures, purposes, and audiences.
Learn more:
Connections: Learning pathways
Learning pathways
Coherence
The New Zealand Curriculum principle of coherence (page 9) envisions:
“a broad education that makes links within and across learning areas, provides for coherent
transitions, and opens up pathways to further learning.”
NZC, p.9
Students need to see how learning languages connects with the other learning areas and to life outside school.
When they do, they are more likely to be motivated and engaged.
Language learning programmes (within and across years) need to equate to more than the sum of their parts.
Nothing should feel isolated or be a dead end.
In years 11–13, students may specialise within languages or take courses that are broader.
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Communication
Communication is the most important focus in language learning. When teachers and students discuss the
reasons why they are learning languages, and use their new language in real life contexts and for genuine
communicative purposes while they are learning, they gain a clear sense of continuity and direction for their
future learning.
Learn more:
The value of learning languages
What students say
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Successful transitions
Early childhood learning
Te Whriki, the curriculum for early childhood education, provides children with a foundation for ongoing
learning. It establishes the bicultural nature of the curriculum.
Learn more:
the bicultural nature of Te Whriki
Learning in years 1–6
This stage in children’s learning builds upon and makes connections with early childhood learning and
experiences.
Programmes for teaching and learning languages may be developed in connection with learning experiences
across other learning areas.
Schools are working towards including learning languages in their school-based curriculum and “offering
students opportunities for learning a second or subsequent language” (The New Zealand Curriculum, page
44).
The learning languages achievement objectives are based on the key competencies and connect with other
learning areas.
Learning experiences need to include opportunities for students to be involved in genuine social interaction
with other speakers of the language, locally and globally.
Learn more:
Requirements for Boards of Trustees
Learning languages achievement objectives
Where students are working at different levels, teachers need to find ways to enable them all to progress in
their learning. Some ways to do this are through cross-curricular connections, distance or e-learning
programmes, and in-school and community support.
Learn more:
Distance learning
Foreign Language Assistants’ Programme
Pasifika education community news and events
Where students do not continue with language learning in the senior school, they need to know that options to
continue learning a language, or to learn a new language, remain open to them. It is also helpful to discuss
with them how learning another language has contributed to their development in the key competencies.
Depending on what choices their schools are able to offer, students may specialise within learning languages
or include language learning with other courses, to gain credits towards a range of recognised qualifications.
Schools can extend this range by making it possible for students to advance their language learning:
in programmes or studies offered locally or through tertiary-level distance learning
by gaining internationally recognised qualifications in certain languages
by participating in events, competitions, and so on
by spending time in immersion learning environments within or beyond New Zealand.
Tertiary education and employment
Tertiary education offers students opportunities to pursue their language learning.
The knowledge, skills, and competencies acquired through learning a language can also support and enrich
study in other disciplines, such as history, law, business studies, social sciences, health, and education,
among others.
Developing proficiency and cross-cultural skills in languages spoken within communities in New Zealand is
a career advantage as our country continues to diversify culturally and welcomes growing numbers of
tourists, students, and migrants from other countries.
Students with proficiency in a language other than English play an important role in local tourism and New
Zealand’s export business.
The cross-cultural and communicative competence coming from language learning is an advantage for
students who go on to study or work overseas, where competition for jobs is fierce.
In today’s world, change is a given. Schools are preparing students for jobs and opportunities that don’t yet
exist. Learning another language helps to promote breadth of outlook and flexibility to cope with future
challenges. Staying engaged in ongoing language learning (of the same or different languages) will be more
attractive to students if they know that the pathway they are following is a career advantage, both within and
beyond New Zealand.
Learning for life
Opportunities to learn a language are increasingly available to people of all ages, from beginner courses to
those catering for more advanced levels. Having the motivation to take up those opportunities is the
challenge.
Learning languages provides opportunities for students to become active seekers, users, and creators of
knowledge as they travel, network, and explore the wider world.
Technological advances provide greater accessibility to the world and other languages.
Social networking has opened up a whole new world of relationships that is enhanced by language learning.
Identity development
Learning about other cultures through language helps students understand their own identities. It is only
when they understand themselves (their values, culture, skills, interests, and capabilities) that they can make
informed career decisions, and good decisions on other important matters.
Student exchanges arranged through organisations such as AFS (American Field Service) and LIA (Language
Immersion Awards) provide excellent opportunities for students to enhance their intercultural communicative
competence and further develop their sense of who they are.
'It was a period of my life that I will always value. My exchange taught me to appreciate what I
know of the world, what people think of my home country, and what life is like for others. It was
an opportunity to think about who I am outside of my usual friendships, and what I am good at
and what I want to improve in myself.'
AFS brochure
Community involvement
Language learning provides opportunities to bring the community and the school together; for example, by
getting involved in community events such as cultural festivals (the Lantern Festival, Diwali Festival, or
Pasifika Festival), going to Deaf community events such as Deaf clubs, or by exploring issues of concern
with local iwi or Deaf advocacy groups.
Young people who look for opportunities to use their language skills in the community may find them by
meeting and befriending international students, getting to know the neighbours, assisting tourists in the street,
or through work experience in a local industry that has employees who speak the target language; for
example, one young person working in a local restaurant was able to use his German language to converse
with patrons. During international events, teams from many countries arrive in New Zealand, needing
interpreters, tour guides, and host families … the opportunities to use an additional language are more readily
available than they have ever been.
Planning programmes
Learning languages is about designing learning experiences that contribute to the learners’ development of
intercultural communicative competence.
Programme design decisions must align to The New Zealand Curriculum. The learning languages learning
area statement, proficiency descriptors, and achievement objectives form the basis for designing language
learning programmes.
Schools can be flexible in what they offer as there is no prescribed curriculum at any year level and NCEA
supports a flexible approach to language learning programme design.
Knowing the key concepts will help teachers to make links to the key competencies, principles, and values of
The New Zealand Curriculum.
Teachers also need to consider how they can incorporate the values embedded in the target language and
culture into their students’ learning experiences so that the students “are challenged to consider their own
identities and assumptions” (The New Zealand Curriculum, page 24).
In designing learning experiences, pedagogy, and assessment decisions, teachers should consider the needs,
interests, experiences, and prior learning of all their students, and be inclusive of their languages and cultures.
Enabling Mori and Pasifika students to achieve success is a priority.
The shift to iCLT: Some considerations
For many years, teachers have had a clear focus on their learners’ communicative competence. Teachers have
built a repertoire of tasks with defined time limits and clear objectives that stimulate social interaction – such
as jigsaw, information-gap, or decision-making tasks – where students are encouraged to clarify their
utterances and make demands on their listeners.
The shift to iCLT requires teachers to rethink their actions in the classroom and review the learning
experiences they design for their students.
“The struggle between the desire of students to appropriate the foreign language for their own
purposes, and the responsibility of the teacher for socialising them into a linguistically and
socio-culturally appropriate behaviour lie at the core of the educational enterprise. Both are
necessary for pleasurable and effective language learning.”
Claire Kramsch (1993). Context and Culture in Language Teaching. Oxford: Oxford University
Press.
Research into effective pedagogy for intercultural communicative language teaching (iCLT) identifies
principles that need to underpin teacher thought and action at each phase of the teaching and learning cycle.
The following sections describe the six principles in action through classroom-based examples.
iCLT principle 1
iCLT principle 2
iCLT principle 3
iCLT principle 4
iCLT principle 5
iCLT principle 6
iCLT principle 1
iCLT integrates language and culture from the beginning
Example 1 | Example 2 | Example 3
The need to integrate language and culture shifts the focus from a study of the language to a study of the
contexts in which the language is used.
The importance of context involves an increased focus on genre. A genre is a socially accepted type of
communicative event, either spoken – like a phone conversation, a joke, a lecture – or written, like a
newspaper report, a novel, an email – or pictured, like a tattoo, a costume, a photo.
Genres differ across languages and cultures in type, use, modes, and importance.
A focus on genre puts the spotlight on these differences in ways that contribute to the development of
students’ intercultural communicative competence.
The examples that follow illustrate these concepts.
Example 1: Understanding culture through language
Year 11 learners of Japanese study a conversation between Ben, a learner of Japanese, and Takeshi, a native
speaker of Japanese, who are discussing their holidays. The interaction reveals how the speakers construct
linguistic and cultural meaning as they make sense of each others’ utterances and respond in particular ways.
The interaction illustrates an aspect of Japanese culture where the collective well-being of the family,
company, and other allegiances, takes precedence over that of the individual. In the context of expressing
opinions, this results in a tendency towards indirectness. This indirectness is shown in spoken interaction
where speaker(s) often use expressions of agreement and/or nod their agreement.
This trait is evident in Takeshi’s responses. While Ben talks about where he went on his holiday and the
things he did, Takeshi’s sole comment about his own holiday was that it was enjoyable. For the rest of the
conversation he responds to Ben’s comments, expressing agreement, and showing support for what he says.
Discussion
The shift to understanding culture through language requires teachers to teach about communication in more
depth and to focus on the use of language in particular contexts for specified purposes.
Teachers can act as mediators to help students interpret and reflect on the forms of language presented in the
text, and the cultural contexts in which they are located.
Teachers can help students to find meaning not only in what the speakers say, but also in how they structure
their responses. Through this kind of analysis and discussion, teachers develop their students’ understandings
of the relationships between different cultural value systems, and how these are expressed through language.
This process enables students to reflect on how they would interact in a similar setting.
TOP
Example 2: Focus on meaning and form
Year 11 German students receive an email from a class in Germany with information about the school. They
are to respond to the email by podcast. This tasks requires the students to address matters of meaning and
form.
With regard to meaning, the email describes aspects of the school environment that are normal and taken for
granted in schools in Germany, so they are not explained, for example:
Projektunterricht, Klassenarbeit, eine Kantine, sitzenbleiben.
This lack of explanation involves the New Zealand students in making meaning from references to specific
aspects of the education system, and interpreting the various ways that language incorporates cultural
information that gives the text depth and meaning.
The students have to construct their personal meanings at the boundaries between the native speakers’
meanings and their own everyday life and experiences. As they prepare a reply, the students need to consider
how the school system works in New Zealand, and what aspects will be of particular interest to their German
readers.
With regard to form, spoken and written language can be contrasted with each other as a means of illustrating
the relationship of form and meaning. Because the email is a written text, and the reply is to be a podcast, this
task offers the opportunity for students to analyse aspects of the written language and to decide on how that
language might be altered to be more appropriate for spoken communication for a particular audience. For
example, what kind of language would be appropriate at the beginning and end of the podcast for the
intended viewers?
Discussion
The teacher exploited the rich meaning potential of this task using an inquiry-based pedagogy.
The inquiry led to deeper exploration of the email’s meaning based on the teacher’s belief that the
construction of linguistic and cultural meaning is a social process that takes place both within and between
individuals as they try to make sense of what they are reading.
As they developed the podcast, the inquiry led students to identify features of spoken language as distinct
from written language; to structure their experience by means of grammar and vocabulary; to establish the
personal relationship they wished to have with the class; to draw on their background knowledge and
experience; and to decide what to leave unsaid.
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Example 3: Beyond first impressions
Year 11 learners of gagana Smoa study a poster advertising the attractions of Smoa. The combination of
written and visual texts market Smoa as a holiday destination. A photo contains features to attract people to
come to Smoa: blue skies, coconut palms, white sand, and local style buildings.
The words on the poster express views of Smoa that some might consider romanticised or stereotypical.
These combine to construct a sense of the “exotic” in viewers’ minds, as the style of building and coconut
palms are not typical of New Zealand.
Each text is unique and tells its own story, but the visual image and written text also work together to present
an even more convincing reason to choose Smoa.
For example, the placement of headlines on the photo creates powerful associations in the minds of
viewers/readers as they construct meaning from what they see and read, linking it to the knowledge they
already have of Smoa and other islands in the Pacific through direct or indirect experience.
Discussion
The teacher drew attention to literacy processes involved in making meaning from a poster. Readers do not
read the messages on a poster in the same way that they read a written text in gagana Smoa or English, that
is, in linear fashion, from left to right.
Instead, they gather the information visually and through the written text in any order. The use of a visual
image, and the choice and arrangement of different types of written text (headlines, quotes, questions,
sentences, phrases, metaphors) offer different entry points for the reader.
The teacher sought comment on their literacy strategies from other students in the class who know languages
that have a different print orientation, for example, Japanese.
The teacher then led the students beyond a surface interpretation of the poster’s messages by asking them to
reflect critically on the purposes of these brochures, who they are for, why certain features of these countries
have been highlighted, and what kinds of language they contain. Would the inhabitants apply the same
descriptions to the countries they live in?
The teacher had the students examine the kinds of written and visual texts included in posters advertising the
attractions of New Zealand. They examined other posters advertising the attractions of Smoa.
The teacher then set a task, which used the knowledge the students had acquired through their exploration of
particular linguistic and cultural forms, meanings, and purposes in the context of a poster advertisement.
They were to prepare posters advertising the attractions of New Zealand to readers of gagana Smoa.
< back to learning programme design
iCLT principle 2
iCLT engages learners in genuine social interaction
The need to engage learners in genuine social interaction shifts the focus from language forms to language
use in particular contexts. Genuine social interactions take place whenever people communicate with each
other using their own utterances in response to a real social purpose.
In iCLT, cultural meaning is created through the interactions of speakers in social contexts. Meaning is not
given through what the speaker says – meaning is created in the minds of hearers by the inferences they make
based on the words they hear.
In iCLT, the meaning of “genuine social interaction” is broadened to include literacy.
Readers and viewers of texts in another language are not merely mastering the written or visual language.
Meaning is not given through what is written or pictured in the texts – meaning is created in the minds of
readers and viewers by the inferences they make based on the language they read and view, and the cultural
references that they interpret.
They have to reconstitute for themselves their understandings of the context, infer meaning, and define their
place in relation to those meanings they construct. In that sense, literacy is defined as “social practice”.
Example 1: Constructing cultural meaning
Damien, a year 12 student of French, is conversing with a French speaker, who asks him to name typical
New Zealand foods.
Damien is challenged by the question. He first reflects on his knowledge of French culture, linking it to what
he knows about New Zealand. He goes on to suggest pavolva, then quickly realises that the French speaker
may not know what a pavlova is, so he puts a direct question to the other speaker:
“Vous connaissez la pavlova?” [Do you know what a pavlova is?].
During the rest of the interaction, he constructs his personal meanings of particular aspects of New Zealand
culture, through reflection, hesitation, identifying, and reinforcing further examples.
Discussion
Teachers can help students to explore how cultural meaning is created through this interaction. Damien finds
himself in a space between two cultures.
In the intercultural space in which he finds himself, Damien is confronted with his own identity as a New
Zealander and reflects on practices across cultures, identifying some differences in food associated with
France and New Zealand.
Through this instance of genuine social interaction, and the challenge to the cultural meanings that he had
taken for granted, Damien was able to construct new personal, cultural meanings and has come to understand
himself better as a New Zealander.
Damien’s selection of typical New Zealand items challenges others who engage with the text as listeners or
readers to explore their own views – and feelings – in relation to the dishes or foods they themselves would
select as typical if they were in a similar situation.
Teachers can set tasks that enable students to make their responses explicit and demonstrate how they might
react to the same question in that situation.
What would be the foods they would choose?
Why would they choose them?
How would they describe them?
How would they feel?
What connections could they make to foods in a specific French culture?
Teachers could adapt the question to other contexts, for example:
“Quels sont les sports typiquement néo-zélandais?” [What are typical New Zealand sports?].
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Example 2: Responding to cultural meanings
Year 12 learners of Japanese study an interaction between Ben, a New Zealand learner of Japanese, and
Takeshi, a Japanese international student. Ben and Takeshi have just returned from their term holidays and
are discussing what they did over the break. The students notice that Takeshi uses Ben’s name in the
interaction to avoid having to address him directly using the pronoun you:
?
Takeshi attaches the term of address to Ben’s name, recognising that he can use the more familiar term
which is used with males.
The question attached to the use of Ben’s name: ? also shows the use of incomplete sentences in
conversations, where the meaning is clear in the context.
Discussion
As a response to this text, the teacher had the students investigate how the Japanese equivalent of the English
pronoun “you” is used – or not used – in a range of conversational texts in Japanese, as well as other forms of
address, for example, .
The teacher, through this investigation, encouraged the students to make comparisons with how people
address each other in interactions in English, and in the other languages they speak.
The teacher then designed tasks in which students could apply this knowledge when producing their own
texts in Japanese (oral, written, visual).
One task required students to interact with speakers of Japanese in their school, offering them advice on how
to become fit enough to be chosen for sports teams in their school.
With the students’ permission, they were to record their conversations and play these back in class for
feedback and their own critical reflection on their linguistic and cultural competencies.
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Example 3: Literacy as social practice
Year 12 students learning Spanish are to complete a written survey about holiday preferences. The survey is
organised as a kind of an adventure with a surprise or promise at the end:
“Contesta a las preguntas y descubre tu lugar ideal”. [Answer the questions and discover your ideal
destination.]
By participating in the survey, the respondents not only discover a destination. They also develop explicit
knowledge about themselves and their holiday preferences.
These discoveries are made through characterising the survey and its responses as a “silent” conversation,
that is, the survey asks the question, and readers respond, constructing their self-knowledge through their
interaction with the text.
Discussion
The teacher can lead the students to examine the text critically. The suggestions made for the final holiday
destinations are clearly the writer’s personal choice, for example:
“Si has marcado más la letra (b) recomendamos la Costa del Sol.”
Another survey designer may have chosen different destinations. Students may or may not know the holiday
destinations provided in the survey response analysis. They could investigate these and find out why they are
so popular.
The categories of questions are chosen by the survey writer. Another survey may have included different
questions. Teachers can help the students discuss their own reaction to the survey, their responses, and the
self-knowledge they have gained through their participation.
Students could investigate other surveys in Spanish and note the format, the kinds of language they use, and
the choice of topics. Students could design their own surveys in Spanish, making up holiday destinations for
residents in countries in South America. Why would students choose these particular destinations?
Learn more:
Information on tasks and learning experiences that promote genuine social interaction in learning
languages.
iCLT principle 3
iCLT encourages and develops an exploratory and reflective
approach to culture and culture-in-language
The iCLT approach shifts the focus from "transmission" of objective cultural knowledge to learners, to those
learners "exploring" both visible and invisible culture, and, most importantly, to "exploring
culture-in-language”.
Exploring culture involves learners in constructing knowledge from experience and reflection.
Factual information has its place, but learners interrogate this information to reveal insights and
understanding about the lived culture experience of others.
Active construction of meaning, and critical enquiry, are both essential components of this approach.
An additional aspect of this principle is that it involves the teacher as well as the learners in the process of
exploration. An exploratory approach to culture opens up many opportunities for learners to make
connections between their cultures.
Example 1: Why change the topic?
Xiaohua is an International Student from China. Mary is a year 12 learner of Chinese. They talk often in
Chinese, as Xiaohua wants to help Mary learn his language.
They talk about why he is attending a single-sex school in New Zealand.
During the conversation, he makes reference to the values of honour and respect in Chinese culture through
obedience to parents, especially the father’s wishes, so that his father does not “lose face” [] or suffer
embarrassment.
Xiaohua also makes reference to the traditional gender roles in Chinese society through comment on
expectations of male behaviour, saying it is embarrassing for [Chinese] boys to sing and dance in public, as
Chinese boys are expected to behaved in a disciplined and controlled manner in public at all times:
Xiaohua clearly finds the topic a sensitive issue as, at a certain point in the interaction, he uses the formulaic
expression as a signal to change the topic of conversation and avoid confrontation.
Mary has learned enough Chinese to interpret this use of language as a cultural prompt and she stops
discussing this topic further with Xiaohua.
Mary, however, is puzzled. She is not sure whether the matters that Xiaohua raises describe his personal
relationship with his parents or whether he is speaking in more general terms about values that are
widespread in Chinese culture.
She is concerned that her questioning style was too confrontational, prompting Xiaohua to change the topic
suddenly. Her concern was more about understanding the cultural rules involved in conversing in Chinese
rather than about her knowledge of linguistic forms. She raises the matter with her teacher and classmates.
Discussion
While Mary took the initiative in questioning aspects of her encounter with Xiaohua, other students may not
have the same opportunities to promote such reflection.
The teacher responded by producing a range of texts that contained examples of conversational exchanges
between speakers of Chinese. Together, the teacher and students identified a focus on the linguistic and
cultural practices associated with exchanging questions and expressing disagreement.
Through their exploration and discussion, the students not only gained more understanding of cultural
practices which govern aspects of speaking Chinese in particular contexts. As they actively constructed this
knowledge, they established points of comparison with cultural practices they used in equivalent contexts
when they used their own languages.
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Example 2: Be prepared!
Year 12 learners of Tongan read an article adapted from a magazine on developing a healthy life-style. The
article uses a well known Tongan proverb in a headline:
Ta e lango´ kei mama‘o.
The proverb carries the message that it is better to be prepared well ahead of time. "Lango" refers to the
wooden board or slips on which a boat can be drawn ashore. It is better to get these wooden slips ready ahead
of when they are needed, in case strong winds arrive unexpectedly and there is nothing in place to pull the
boat on to the sand and safety.
This proverb is used in the text as a deliberate device to connect with Tongan readers’ knowledge of the
saying and its meaning in contexts they are familiar with. In this way readers will perceive the emphasis the
writer is placing on the need to focus on the prevention of health problems.
Discussion
Learners of Tongan may not be familiar with the meaning and use of this saying in Tongan culture, either
historically or in everyday contemporary Tongan society.
As they interact with the text and infer meaning from what they read, students will be making their own
(silent) responses to the advice that is offered.
The teacher needs to elicit and make explicit the students’ responses to the text. In this way the teacher helps
students to discover the personal voice of the writer, and how they make meaning from and respond to the
views the writer presents.
The teacher also helps students to explore the cultural voice of a speech community, in this case the
community of Tongan speakers, through the ways the writer draws on linguistic and cultural forms embedded
in the language and culture, for example, sayings, proverbs, and uses these for particular purposes.
To continue their exploration and reflection, the teacher can encourage students to identify sayings in
English, and in their own languages and cultures, that would be suitable to use in this type of article. They
can them compare and contrast these sayings in terms of the cultural meanings and values they express.
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Example 3: Funny or not?
A year 13 learner of French produces written text. The text illustrates the learner’s view of Facebook. Such
views are cultural in expression.
This is particularly noticeable in the example of a Facebook entry, which the writer singles out as amusing:
“Amour? Non, merci. Si j’ai besoin de souffrir, je coince mon bras dans la porte.” [Love? No, thanks!
If I need to suffer, I’ll get my arm caught in the door.]
Such an example might not be considered amusing by another person (individual view), or by people in other
cultures (collective view).
Discussion
The teacher can exploit the cultural relativity of humour by comparing the reactions of the students in the
class.
In doing so, the teacher needs to take care to elicit students’ responses to the text, not their loose associations
with the topic. The teacher can help them to adopt a critical stance towards their responses to the example of
humour in the text they are studying.
In this way, the students have the opportunity to consider whether they are responding as a member of their
speech community, for example, the community of te reo Mori speakers, or whether they are responding as
an individual with a unique life experience.
Following this discussion the teacher can guide the students’ exploration of examples of humour in French
texts (oral, visual, written) and help them to make comparisons with humour in equivalent English texts, or
texts in their own languages.
What comparisons and connections can students make in relation to the themes and situations that are chosen
for humorous comment in these texts?
iCLT principle 4
iCLT fosters explicit comparisons and connections between
languages and cultures
Example 1 | Example 2 | Example 3 | Example 4
The need for learners to experience new uses of language and new cultural meanings involves them reflecting
on their knowledge and experience, making comparisons and connections with what they already know.
If teachers want to teach language in such a way that learners are initiated into its social and cultural
meanings, then teachers need to respond to the question:
“How many of these meanings must be made explicit, and how many can be understood implicitly?”
The link between linguistic forms and social structure is not given; it has to be established. An intercultural
approach to the teaching of culture is radically different from a transfer of information between cultures. It
includes a reflection both on the target and on the native culture.
Example 1: What’s to blame?
Year 12 learners of French read an article from a French newspaper about a road accident. Although it is
mentioned in the article that the driver had been partying with friends, the cause of the accident is attributed
to tiredness:
“Le jeune homme, fatigué, commence à s’endormir au volant.” [The young man is tired and nods off at
the wheel.]
The text is supposed to be factual, not an opinion piece.
Discussion
The teacher discusses the statement about the cause of the accident with students in order to find out whether
the attribution of cause to driver tiredness challenges their opinions and assumptions.
The teacher uses questions to make the comparisons and connections between cultures explicit, for example:
Is the statement a personal perspective or a fact?
Considering that the young man had been partying with friends, why is alcohol not considered as a
cause of the accident?
Would such a statement have appeared in an equivalent report in a New Zealand newspaper?
What had students been thinking as they were reading the report and making meaning from it?
Were their thoughts based on their knowledge of French culture or did they stem from their own values
and opinions?
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Example 2: Not what she expected
Year 12 learners of Cook Islands Mori read an email from Mata to her cousin Rae. Mata describes her male
cousin’s a hair-cutting ceremony, which she attended the previous day.
The event that Mata writes about is a significant event for boys in Cook Islands Mori culture. Mata has not
only describes the event; she also records her feelings.
For example, she expresses her surprise when something happened that did not match what she was
expecting. In expressing her surprise, she shows that her previous understandings of a hair-cutting ceremony
have been challenged by this new experience.
In expressing her surprise, Mata indirectly challenges Rae, as the recipient of the email, to reflect on her own
experiences (if any) of hair-cutting ceremonies.
Discussion
By expressing her surprise, Mata indicates that hair-cutting ceremonies are not all the same. Students infer
that hair-cutting ceremonies are part of the culture, but the ways these are carried out differ in detail.
Students could investigate further the rituals associated with the hair-cutting ceremony in Cook Islands Mori
culture in a range of texts and text types. Using this knowledge they could explore ways to communicate
information, ideas, and opinions on the hair-cutting ceremony in Cook Islands Mori culture through different
text types (oral, written, visual) for different purposes, and to different audiences.
Text types could include conversations, letters, interviews, reports, speeches, songs, stories, and so on.
The teacher can lead students to a deeper exploration of the significance of the hair-cutting ceremony in Cook
Islands Mori culture, for example, the high expectation for boys to become leaders and take on family
responsibilities.
Also, the hair cutting ceremony signifies different roles for male and female within a family or community
setting.
Students could make comparisons and connections between hair-cutting ceremonies in different countries, for
example Cook Islands and Niue. They could also make connections and comparisons with significant events
for boys and girls in their own cultures, and the values these express.
Selecting one of these events as an example, how would they communicate information about it to a speaker
of Cook Islands Mori?
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Example 3: Expressing sympathy
Year 13 learners of gagana Smoa read a poem lamenting the loss of loved ones in Smoa during the 2009
September tsunami. Within the poem, the greeting "Talofa" takes on another meaning in this context of
lament, that of expressing sympathy.
Discussion
Greetings in other languages have a range of meanings depending on their use in different contexts. For
example, the word “Hello” in English, which is a greeting, can have different meanings depending on its
intonation and context. For example, it can be used as an exclamation to express surprise. Teachers could set
students the task of exploring the different uses of greetings and their linguistic and cultural meanings in a
range of contexts in gagana Smoa, in English, and in the other languages that they know.
Teachers could also set students the task of exploring how people express sympathy in different contexts and
text types in gagana Smoa.
They could investigate the linguistic and cultural features of these texts, and make comparisons and
connections with text types and contexts in English (and in other languages known to students), for example,
how would they express sympathy when someone dies, or is hurt? What text types would they use?
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Example 4: Showing respect
Ronnie is a year 11 student and a first generation New Zealander from Niue. He gives a formal speech to his
peers about his experiences of living in New Zealand.
To open his speech, Ronnie gives a salutation considered culturally appropriate in Niue culture, directly
greeting the ancestral deity. He demonstrates the value of "fakalilifu" (respect) with this greeting and the
formal language he uses to express it.
Ronnie then gives extended greetings to his audience. The formality of his greeting signals the importance of
his speech for his audience. They are to expect depth in his delivery.
Ronnie then introduces himself, giving his name and also where he comes from. By giving this information
he shows pride in his heritage and also show respect towards his ancestors.
Ronnie also uses spoken features such as pronunciation, intonation, rhythm patterns, delivery speed,
audibility, and stress patterns in particular ways. He also uses body language to assist interaction with his
audience.
His audience constructs meaning from what he is saying. They are variously supported or challenged in their
views depending on their own personal beliefs.
Discussion
A speech is a well-defined genre in Niue culture. A speech as a text type illustrates how form and content are
interlinked.
The audience of a speech finds meaning in their responses to the content, as well as to the ways the speech is
structured. According to their prior experience, the audience will have expectations about how the speech is
to be structured, the ways the message will be delivered, and the kinds of content that are appropriate.
This activity illustrates that the meaning of the speech is not in the text of the speech; meaning is created
through the interaction between the speech and the audience. A speech is therefore a form of social
interaction.
Students could study the kinds of language used in speeches in vagahau Niue, in English, and in te reo Mori
(as well as in their own languages and cultures).
What similarities and differences do they notice?
How could they apply their learning to become better speechmakers in vagahau Niue to different
audiences?
By identifying culture as an explorative process they can undertake with learners, teachers can use the
knowledge that students themselves bring to the classroom to share in the construction of knowledge.
iCLT principle 5
iCLT acknowledges and responds appropriately to diverse learners
and learning contexts
Example 1 | Example 2 | Example 3 | Example 4 | References
New Zealand’s population is a diverse mix of ethnicities.
Mori, Pacific, and Asian ethnic groups make up a growing proportion of the population, and within these
groups there is diversity. New Zealand’s population projections indicate even greater diversity in the future.
In 2001, 15 percent of the New Zealand population identified as Mori – this is projected to increase to 17
percent in 2021. The Mori population will then number about 750,000.
Today’s Pasifika population is mostly New Zealand-born, predominantly young, and highly urbanised. It is
also diverse, made up of many different ethnic groups. It is projected to increase from 7 to 9 percent.
The Asian share is projected to increase from 7 to 13 percent. The Asian population is projected to have the
largest percentage growth, up about 120 percent to 600,000 in 2021.
In contrast, the European share of the New Zealand population is projected to decrease from 79 percent in
2001 to 69 percent in 2021. By 2021, the European population will be 1 percent greater than in 2001 at about
3.1 million.
Teachers create culturally responsive learning environments through designing opportunities for students to
recognise, validate, link to, and use their own language(s) and culture(s) and prior experiences within the
learning context as they acquire skills and knowledge in the language they are learning.
Example 1: Do others share her opinions?
Harriet, a year 11 learner of German, has spent a month living in Austria with a host family. She gives a
speech to senior German classes on her return, in which she comments on living conditions in Austria.
Harriet offers her personal views. However, when she addresses them directly, she assumes that her audience
shares her opinions, for example:
"Für euch und mich ist das merkwürdig … [That’s strange to you and me]; Könnt ihr euch das
vorstellen?“ [Can you imagine that?]
As they listen to Harriet’s speech, her classmates will be responding in their own ways to what she is saying.
Although Harriet is assuming that they share her views, they will be making their own meanings from what
Harriet says, and interpreting these according to their own individual understandings, knowledge, and prior
experiences.
Discussion
In the creation of her spoken text Harriet has shaped the content and context to fit her own individual needs
and bring to the fore her own meanings. However, a speech is a communicative event. The audience makes
its own meanings through their interaction with the ideas that Harriet presents, and how these are structured.
Treating the speech as a social encounter means taking steps to expose the meanings created in the minds of
the audience. For example, the teacher can help make explicit to what extent the audience has allowed
themselves to be associated with Harriet’s views.
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Example 2: An individual perspective
Because she is writing about a personal experience, Larissa, a year 11 learner of French, uses the first person
singular pronoun when she writes about a trip to France with her family, for example:
“Au mois de Mai je suis allée en France.” [In May I went to France.] “J’ai fait de la planche à voile.” [I
went sail-boarding.]
Discussion
How learners make meaning from and react to the linguistic and cultural ideas expressed in Larissa’s text is
worth discussing.
Students from diverse backgrounds in New Zealand classrooms who engage with the text may interpret
Larissa’s use of the singular first person pronoun in different ways when they make meaning from what she
writes.
Some may even consider this use disrespectful. They might consider that Larissa should have used the first
person plural pronoun “nous” to acknowledge the fact that she travelled with her family.
The teaching context can make students aware of cultural differences in discourse styles. The teacher can be
a facilitator by helping students to interpret the linguistic forms presented in the text and embed them in the
appropriate cultural context.
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Example 3: What’s the use?
A parent writes a letter of concern to the teacher of gagana Smoa about the amount of time students are
spending on preparations for the dance festival and the costs involved.
Among other things, the parent questions the usefulness of the event to student learning.
The teacher shares the letter with students.
Discussion
Students studying the text will have their own ideas and opinions in relation to the concerns the parent
expresses, and they will define their own understandings and position in relation to them.
For example, they will be reflecting on their own family’s expectations around their personal involvement in
household chores when they read that this is one of the parent’s concerns. The teacher can help to make these
silent responses available for group or class discussion.
As a follow-up task, students could investigate other formal written texts in gagana Smoa and discuss the
language, style, and cultural features they contain.
They could apply this knowledge to developing individual responses or a collective response to the
concerned parent in which they demonstrate "fa’aaloalo" (respect) and express their personal views about
their preparation for and participation in cultural activities, the time and costs involved, and the benefits to
student learning, justifying their ideas and opinions with evidence.
Students could then prepare a class discussion or formal debate in gagana Smoa in relation to the advantages
and disadvantages of participating in a cultural event.
This discussion or debate could enable them to use combinations of visual and verbal forms of language
when they argue for and justify possible courses of action.
The teacher mediates the struggle between the desire of students to appropriate the language for their own
purposes to assert their individuality and develop a personal voice, and the responsibility the teacher has to
socialise them into linguistically and socio-culturally appropriate behaviour when using gagana Smoa so that
they show respect for those with whom they are communicating.
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Example 4: Being culturally relevant
To help students practise German past tense forms, the teacher distributes slips of paper containing several
questions in the past tense, relevant to students’ lives, for example:
“Als du enin Kind warst, hast du gern Gemüse gegessen?” [When you were a child, did you like eating
vegetables?]
The teacher’s goal is to engage students in natural communication, choosing settings known to mainstream
students, yet provocative enough to generate surprise and desire to talk.
Students are to move around the class, ask each other the questions, and write down the yes/no answers.
The cultural context and setting, however, are not transparent to all the students, as the class is made up of
learners from different backgrounds. The task requires students to engage in specific interaction types
(conversational chit-chat or the use of straightforward questions requiring straightforward answers) that
appear to conflict with the way some students have been socialised into behaving, especially with teachers
and with other learners in classrooms.
Taking the next step
This experience points to the need to make the purposes of the task, and the rationale for the choice of
interactional context, clear and explicit. It also points to reflection as an essential part of the process.
For example, by brainstorming and discussing with the students some of the things they did “when they were
young”, and basing the list of past tense utterances on student input rather than on the teacher’s assumptions
of students’ experiences, the teacher can promote cross-cultural interaction and open up new possibilities of
understanding.
(This example is adapted from Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford:
Oxford University Press. See pages 76–79.)
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References for this section
Ttaiako identifies cultural competencies for teachers of Mori learners that work across all learning areas. This
is essential reading for language teachers.
Ideas on teaching that are effective across learning areas for Pasifika students can contribute to a pedagogy
that works for diverse learners in learning languages.
Since girls outnumber boys in learning languages classes, it may be useful to read about boys experiencing
success.
Learn more: How to manage the diverse needs of students in the learning languages classroom, including
native speakers of the language.
iCLT principle 6
iCLT emphasises intercultural communicative competence rather
than native-speaker competence
Example 1 | Example 2 | Example 3 | Resources
Teaching in ways that develop learners’ intercultural communicative competence requires a view of learners
as bicultural or multicultural.
Learners already know and use at least one language. If language learners are going to practise being
bilingual (or multilingual) then learners’ other languages need to be allowed into the classroom.
Native speakers’ language use and grammatical accuracy used to be the norm against which the performance
of non-native speakers was measured. This is no longer appropriate.
Learners start using the language they are learning, not as imperfect, monolingual, native speakers, but as
speakers in their own right.
Within the iCLT approach, teachers have a view of “error” as developmental because learners are
constructing their knowledge of the target language and culture from a range of sources.
Learners’ errors are important sources of information for teachers. They reveal what each learner needs to
know in order to progress their learning and use of the language in different contexts.
Learners’ performance is assessed in term of their intercultural communicative competence. In that sense,
“errors” may not matter if communication is successful.
Example 1: Unconscious habits
Michael, a year 11 learner of Spanish, is enjoying some time in Spain. He writes an email to his Spanish class
in New Zealand in which he shares his experiences of the food. Michael writes:
“Las comidas en España son muy differentes de nosotros.” [Spanish food is very different from ours.]
When he writes: “differentes de nosotros”, he constructs his own version of Spanish.
Discussion
Three aspects of this utterance give insights into the learning process of an English speaker:
Spanish speakers commonly use the expression “diferentes a las nuestras”. At this curriculum level,
learners of Spanish often use the personal pronoun in contexts where a possessive pronoun would
typically be used, as they are still developing their knowledge and use of these forms.
To communicate the same message in English, learners would say “different from us”. So Michael
uses his knowledge of English to construct the same idea in Spanish, retaining the English structure:
“differentes de nosotros”.
Michael uses the English spelling “differentes” rather than the Spanish spelling “diferentes”. Learners
often use the double consonant which is common in English but not so common in Spanish except for
the double "r" and double "l".
The teacher talks to Michael about his approximations, and makes him aware that he is unconsciously
applying his knowledge of linguistic practices in English to the written texts he is producing in Spanish.
The teacher and Michael agree that he will be more conscious of the processes he uses to produce written
texts in Spanish in future so that he can reduce the amount of interference to reader fluency and meaning
making.
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Example 2: Making up words
Ben, a year 11 learner of Japanese, is unsure of how one would say the word “luge” when interacting with
another speaker in Japanese. As he talks he hesitates, working out how he is going to manage to
communicate what he wants to say, then decides to “Japanify” the word “luge”.
So he says [ryuuju]. He takes the English word “luge”, and uses the Japanese syllabary to make an
approximation of the word.
Discussion
Learning a language is learning to exercise both a social and a personal voice; it is both a process of
socialisation into a given speech community and the acquisition of literacy as a means of expressing personal
meanings.
When acquiring the language, learners have to construct their personal meanings at the boundaries between
the native speaker’s meanings and their own everyday life.
Their attempts to express their personal meanings are not deviances – or errors – measured against native
speaker forms and meanings. Their attempts have a communicative function, and need to be measured in
terms of their ability to communicate successfully.
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Example 3: Whose mother?
Paula, a native speaker of Tongan, invites Helen, a year 11 learner of Tongan, to go with him to the school
social.
During their phone conversation, both Paula and Helen use the word mami to refer to Helen’s mother. The
use of this word is typical of informal contexts in Tongan.
However, other words to refer to one’s own mother and someone else’s mother would be used in other
contexts in Tongan to show different levels of formality and respect.
Discussion
Teachers can draw students’ attention to the different ways of referring to members of their own families and
members of others’ families in lea faka-Tonga in a range of contexts.
They can broaden the discussion to include investigating the naming practices that exist for family members
in the languages that students know and use.
What similarities and differences do teachers and students notice?
What values are revealed in these practices?
The teacher can set tasks that enable the students to use their new learning when interacting with others in lea
faka-Tonga in particular contexts.
For example, students talk about who is present at a family gathering. They work in groups. One student talks
about their family members who were present at a particular gathering, and when and where it took place.
The next student then reports the same event, changing the language to suit the context.
The others in the group make meaning from what they hear and provide their feedback to those who spoke.
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Key resources
For all languages currently taught in New Zealand schools.
For learning Asian and European languages.
For Pasifika languages.
For specific languages including New Zealand Sign Language and te reo Mori, which are also taught as
additional languages.
Regional advisors for learning languages and national advisers can assist schools to develop effective
language learning programmes.
The teaching and learning guides for specific languages provide guidance for the design of teaching
and learning programmes aligned to The New Zealand Curriculum.
Keep in touch with professional learning opportunities and find out how the foreign language
assistantship programme can assist your teaching.
Resources
Assessment and professional support
Resourcing ideas
Ministry of Education websites
Other government agency websites
The following links provide assessment information and professional support for teachers of learning
languages.
Assessment and professional support
The New Zealand Qualifications Authority (NZQA)
Follow links to the National Qualifications Framework, NCEA, and subject achievement standards.
See in particular NZQA Languages.
Further information on assessing with unit standards can be found on the NZQA website. Ministry of
Education assessment resources are also hosted on this site.
Assessment Online
This key community covers assessment in the classroom, effective use of evidence, and reporting to
families and whnau. It offers news, assessment tools and resources, research, a glossary, FAQ, and
related links.
The linked site Consider the evidence promotes 'evidence-driven decision making for secondary
schools' and supports secondary educators in making best use of evidence to improve student
achievement.
Directions for Assessment in New Zealand, a paper by Michael Absolum, Lester Flockton, John Hattie,
Rosemary Hipkins, and Ian Reid provides an overview of assessment in the secondary school context
and argues that student understanding of assessment is a key to greater ownership of learning. (This
paper is available as a download from the Assessment position papers page.)
New Zealand Association of Language Teachers – NZALT
The site provides information about curriculum and assessment matters and professional development and
includes links, contact information, and resources.
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Resourcing ideas
The following references will help you to plan teaching and learning activities for language learning.
The National Library of New Zealand Curriculum Services
Over 500 000 items are available through the Schools Collection, including books, videos, and DVDs.
Schools can also interloan music, books, and serials from the National Library’s general collections through
their local curriculum information service centre.
Te Kete Ipurangi
See in particular the languages community. Teachers are also encouraged to visit other TKI communities,
such as the ICT community and Software for Learning.
AnyQuestions.co.nz
Students can go to this website to find useful, accurate, online information. Librarians from all over New
Zealand are available each weekday between 1 pm and 6 pm to help students search online. To use
AnyQuestions, students must be attending a New Zealand primary, intermediate, or secondary school or
being home-schooled.
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Ministry of Education websites
The New Zealand Curriculum Online
As well as the HTML version of The New Zealand Curriculum, this interactive site offers a variety of support
and strategies, news updates, digital stories of schools’ experiences, and archived material relating to
development of the curriculum.
Te Marautanga o Aotearoa
This site includes a translation into English of the main sections of the draft marautanga. Only learning levels
1, 4, and 6 have been translated in the learning areas.
NCEA on TKI
This web page supports the National Certificate of Educational Achievement (NCEA). From this page you
will find resources to support internally assessed level 1, level 2, and level 3 achievement standards aligned
to The New Zealand Curriculum (2007).
Secondary middle leaders
This site is designed to assist secondary middle managers to work with their departments to implement the
New Zealand Curriculum. It explores various aspects of effective pedagogy.
The Mori education strategy: Ka Hikitia - Accelerating Success 2013 -2017
Ka Hikitia is a five-year strategy that aims to transform and change the education sector, ensuring Mori are
able to enjoy education success as Mori.
Te Tere Auraki
This Ministry of Education professional development strategy focuses on improving outcomes for Mori
students in English-medium schools. This strategy supports four main projects:
Te Kotahitanga
Te Kauhua
Ako Panuku
Te Mana Krero
Te Mangroa
This community for English-medium schools is a portal to stories, reports, statistics, and reviews that reflect
effective practices to support Mori learners to achieve education success as Mori. Te Mangroa contains
practical illustrations of what Ka Hikitia - Accelerating Success means for teaching and learning.
Pasifika education
This has been created to enable all of those involved with Pasifika education to find information quickly and
easily, including policy, initiatives, publications, research results, and services and funding.
Key Competencies Online
This companion site to the online version of The New Zealand Curriculum offers specific guidance to school
leaders and teachers on integrating the key competencies into the daily activities of the school and its
teaching and learning programmes.
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Other government agency websites
BES (Iterative Best Evidence Synthesis) programme
BES is a collaborative knowledge-building strategy designed to strengthen the evidence base that informs
education policy and practice in New Zealand.

Example 2 - Senior Secondary

Transcription

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