1 / 21

Indigenising the Non-Indigenous: Making it Ours - Accelerating Language Acquisition

This conference presentation examines the adaptation of the Accelerative Integrated Method (AIM) for the Māori context, discussing methodology, SLA research, challenges in language acquisition, and the synergy with Māori cultural practices. It explores the use of drama and gesture in language learning and presents language manipulation activities for effective language acquisition.

charlott
Télécharger la présentation

Indigenising the Non-Indigenous: Making it Ours - Accelerating Language Acquisition

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Indigenising  the  Non-Indigenous. Making  it  Ours. • Me Whita kia Whita! • Accelerating Language Acquisition • 6th  International  Conference  on  Indigenous  Education:  Pacific  Rim 2010 - Nichole Gully

  2. Outline • AIM, - why, what & where from? • Adapting AIM for the Māori context • Methodology and SLA research • Development process

  3. HeiTauira - Example • Awesome • Tau kē • Koiakei a koutou • Akenekoeiahau • No flies on you! – You’re fantastic You’re gonna get it – Just you wait

  4. Why Another Method? Challenges in language acquisition? • time, grammar, memory, fear, understand, can’t speak Māorifications (Te PuniKōkiri, 2007)

  5. Health of the Māori Language (Te PuniKōkiri, 2007)

  6. Accelerative Integrated Method Students become significantly more fluent and have better comprehension and productive use of the target language (Maxwell 2006). • Immersion pedagogy - Proven to accelerate acquisition • Pared down language (PDL) - high frequency • Whole to part • Gestured Story & Song • Mini Context • 90%+ student • Rhythm, rhyme, repetition • http://www.aimlanguagelearning.com/

  7. Synergy with Māori • High gesture culture • Pūrākau • Kapahaka • Rote learning • Safe and fun

  8. Methodology • KaupapaMāori Methodology: “It’s about engaging the gaps, resisting the traps, and effecting change, real change, for the advancement of Māori people” (Skerrett –White 2003) • Material Development • Jolly & Bolitho 1998 • Qualitative Approach • Stakeholder feedback

  9. Research in SLA • Ellis’s Principle of Effective language learning: • meaning focused • implicit & explicit • formulaic expressions, focus on forms, rules • balance of input, output and interaction • inbuilt syllabus • individual differences (Ellis 2005) ✓

  10. Research in SLA In order to produce spontaneous speech in a target language the learner must first build an internal representation of how the language works and then a mapping or processing ability (Allen 1995) DRAMA: • meaning focused • internalise & build mental representations • safe &pleasurable environment • greater emotional involvement GESTURE: • storage & retrieval -memory • organising thought • increasing comprehensibility • enhancing the positive affect • variation across culture • (OK sign) (Kita, 2009; McNeil, 2000) (Schnorr, Rubio, Schulz, Davila, & Briz-Garcia, 2003)

  11. AIM KIA WHITA

  12. Pared Down Language The PDL is based on the premise that given the very limited time that most language teachers have to develop fluency among their students, no time should be wasted teaching vocabulary that cannot immediately be incorporated into the students Teach across not down • Core language – teach across language • Critical level of fluency • Develop internal picture of language

  13. Play • Based on the PDL • Highly repetitive story • Three little pigs, Little red hen… • 3-4 characters • 50/50 narration/ dialogue • Repetition, rhythm, rhyme • Limited length

  14. Māori Play “Reclaiming story-telling and retelling our traditional stories is to engage in one form of decolonization” (Lee, 2009). • Based on the MPDL • Highly repetitive story • 3-4 characters • 50/50 narration/ dialogue • Repetition, rhythm, rhyme • Limited length • Culturally appropriate

  15. Language Manipulation Activities

  16. Total Questions • He taniwha a Poutini, he tangatarānei? He taniwha a Poutini. • He ātaahua a Waitaiki, he nanakiarānei? He ātaahua a Waitaiki. • KoWaitaiki tēnei, koPoutinirānei? KoWaitaiki tēnei. Is Poutini a person taniwha or a person? Poutini is a taniwha. Is Waitaiki beautiful or mischievous? Waitaiki is beautiful. Is this Waitaiki or is this Poutini? Ko Waitaiki tēnei.

  17. Silly Sentences Kei tekohi a Tamaahuaingā taniwha iteawa. Tamaahua is collecting taniwha from the river Kei tepīrangi a Waitaiki kitehopumaunga. Waitaiki wants to catch mountains Kei tewhiu a Tamaahuaitemaungakiterangi. Tamaahua is throwing the mountain skyward

  18. Gestures

  19. Māori Gestures Incongruent Loaned Culturally Reflective Linguistically Reflective

  20. References

More Related