HC PUKCnga KOrCrO Koanga (Spring). Volume 2, Number I . 1996

TOITE KUPUA FRAMEWORK FOR MAORI LANGUAGE RESOURCE MATERIALS

S.A. McKin/ey, T.E. Black, IS. Christensen, P. RichardsonDepartment of Maori Studies, Massey University

Whakarapopoto Korero/ tenei tuhinga ka matapakihia tc ahuatanga o ngarauemi reo Maori ara tc rahi me te kounga o auarauemi hei awhina i nga kaiako me nga tauira rcoMaori. Katahi ka whakamaramahia tc anga mo Toi teKupu kua whakawhanakehia hci whakararangi, heiwhakamarama hoki i nga rauemi reo Maori. Ma Toitc Kupu e whakaemi nga rauemi ki te patengi raraungakotahi, kia taea ai e te kaiako me te tauira te rapu inga rauemi e hiahia ana ia. Ma tenei ka kite tatou inga wahanga o nga rauemi e hapa ana, penei i te kocke,te kaupapa me te momo rauemi. Ka matapakihia teputake mo nga ahuatanga o nga rauemi reo Maori kitenei anga.

AbstractThis paper discusses the dearth of Maori languageresource materials available to teachers and learnersof the Maori language and outlines the Toi te Kupuframework that has been developed to catalogue anddescribe Maori language resource materials. The ToiteKupu framework provides co-ordination and greaterutilisation of these resources and it will identify thegaps in the range of levels, mediums, contexts andthemes. The paper also discusses the rationale for theinclusion of the main characteristics on the framework.

IntroductionIn the past 5 to 10 years there has been an increasednumber of people both learning and teaching in andthrough the Maori language. This increase hasoccurred at a tremendous rate in all sectors ofeducation, namely early childhood, primary, secondaryand tertiary. In addition to this Maori have beenactively pursuing the retention of their language at aniwi, hapu, whanau and community level. This growthhas highlighted both a lack of high quality resourcematerial and a lack of co-ordination and utilisation ofexisting resource material in a number of ways.

Firstly, the growth in Maori language learning andteaching programmes has seen an increase in thenumber of teachers of Maori who are second languagelearners themselves. These teachers are having to cope

with teaching all the curriculum subjects through themedium of te reo Maori as well as developing theirown language. It is important that learners are exposedto good language models. Because of this resourcematerials have become increasingly more importantas a source of model language exposure for learners.

Secondly, the growth in the number of Maorilanguage resource materials has highlighted the needfor an appropriate cataloguing and referencing systemthat will allow teachers and learners to identify andlocate material with ease.

Thirdly, many resource materials, i nc lud ingtranslated material, are being developed withoutconsidering the learners language needs. Whentranslating or adapting resource materials (Birch, inBerthold 1995) consideration needs to be given to howthe new content is best transmitted. For example willa series of questions or diagrams, pictures and graphsbest guide the learner through new content. Thelanguage form that will best support the way in whichthis new information is structured also needs to beconsidered. For example, an activity on cooking in ahangi requires students to focus on language suitablefor explaining cause and effect and describingprocesses. It is also important that resource materialsencourage the learner in various forms of interactionso that they arc able to practice newly acquiredlanguage and newly learned content. Interaction suchas problem-solving interaction, pair and group work.Finally resource material needs to develop languageaccuracy without compromising fluency.

Fourthly, there has been an increase in the numberof children learning in total immersion programmeswhich has highlighted not only the poor quality ofresource materials but also the enormous lack of them.Parents are demanding that their children have accessto all areas of knowledge through te reo Maori. Therapid growth in technology and the need for childrento be familiar with it has only exacerbated the situation.Government funded research and reports concerningMaori l anguage educa t ion have in fact beenhighlighting these issues for the past 6 or 7 years now(Hirsh 1990, Mitchell 1993, Waitc 1993).

In 1995 the Department of Maori Studies, Massey

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University responded to the need for the co-ordinationof Maori language resource material and began aresearch programme funded from the Public GoodScience Fund. The programme is titled Toi tc Kupu.

Ka whakapaoho te wairua o te Atua, ko te Atuaano taua kupu, ka tipu i kona tenei reo rangatira. Kotc reo i ngunguru ake i te mana o te whenua ki tetangata hei reo whakatOapapa i te ira tangata ki te wheiao ki te ao marama. Te momo reo o nanahi, te momoreo mo naianei tonu, te momo reo mo apopo mai. Kiarite! Kokiri whakamuatia. Toi te kupu, toi te mana, toite whenua, toi te tangata.1

Aim of Toi te KupuToi te Kupu aims to provide teachers and learners ofthe Maori language with a user friendly computerprogram that will assist them to search out and identifythose resources that are most suitable for their languageprogramme. This database will also show the gaps inthe quantity of resource material that is available interms of the range of levels, mediums, contexts andthemes. This will provide accurate information forMaori organisations and policy makers regarding thecurrent situation of resource material in order tostrategise, prioritise and co-ordinate the fu tu redevelopment of resource material for te reo Maori.

The Research ProgrammeIn year one of the programme the research teamdeveloped and tested a framework for the cataloguingand description of Maori language learning andteaching resource materials. In year two an estimated3000 resources will be described, catalogued andentered onto the database and a literature search carriedout to identify those types of resources that have beensuccessful in assisting the revitalisation of otherindigenous peoples language in other countries.Having identified those types of resources, in yearthree different types of resources will be developed,tested, produced and evaluated in a number of learningand teaching situations.

The FrameworkA framework was used to ensure consistency andquality of the description of each resource material asit is entered into the database. The framework providesconsistency between each resource description andtherefore the user can make comparisons between theresources and informed choices. The framework alsoensures quality of product. There was no previous

research in this area to guide the development of theframework and therefore each characteristic neededto be researched for sound jus t i f ica t ion for itsinclusion.

The framework had to be broad enough to apply toall published Maori language resource materials,whether they be print, audio, visual and those resourcesyet to be published or produced. It also had to be aframework that provided all users with a descriptionthat they would find useful and informative so thatthey may make accurate decisions about the material.Therefore the learner, the parent, the teacher, theM i n i s t r y of Educat ion, the policy analyst, thepurchaser, the publisher and the resource materialsdesigner all need to be able to glean useful informationfrom both the framework and database so that theyare able to carry out their role more accurately. Inorder to achieve this the framework has been basedupon the following.

Principles of second language learning andteaching.For example Krashen's input hypothesis argues forthe central importance of providing linguistic input,both aural and written, a little beyond the learnerscompetence thus helping the learner to move to thenext stage in language development (Krashen,1983:32). The input must be comprehensible to thelearner (comprehensible input) but also contain somestructures just beyond the learner (+ 1) for movementto the next stage to occur. Therefore it was necessaryfor the framework to show the sort of informationthat would allow the user to choose resource materialthat would provide comprehensible input + 1 (ci + 1).This is one of the reasons for the inclusion of thelanguage level, reading level, a description of the typeof language and a sample of the resource on theframework. These, when used in combination, willallow the teacher to choose appropriate resourcematerials for their students thus catering for theprinciple of comprehensible input + 1.

Experiences as a second language learner andteacher.For example, the paucity of available resourcematerials means that each resource needs to be utilisedto its fullest. This is one of the reasons for offeringnine different options for searching out material onthe database. They are by author, title, subject,language level, reading level, language function,sentence structure, dialect and publisher.

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The information that a framework of this typecan provide for policy in the area of Maorilanguage resource development.For example the purpose that the resource has beendesigned for has been included on the frameworkparticularly for the information it will provide as tothe number of resources designed for each curriculumarea.

It is a framework that has been designed not onlyfor the Maori language but also designed in the Maorilanguage. It is the first known database in which Maoriis the only medium of communication.

Characteristics of ResourcesThe following arc the framework characteristics of theresource material that have been included in theframework.• Te ingoa - The title: if this is to be a comprehensive

database then it is important to catalogue anddescribe every story published in the Maorilanguage. This will also ensure full utilisation ofeach of those stories. For example each title thatappears in Nga KohikohingaTuatahi, the first bookin a series published by Learning Media, will becatalogued, not just the book itself.

• Te kaituhi - The author: the original author will beindicated here.

• Te kaiwhakamaori - The translator: if the story hasbeen t rans la ted then the t ransla tor wil l beacknowledged.

• Te rauemi - The resource: if the story or article ispart of a bigger resource then the title of the resourcewill be noted here, for example 'He Ketc Ahau' is astory in the resource tit le 'He KohikohingaTuawha'.

• Te momo rauemi - The type of resource: there arevarious types of resources which come under threemain categories. In the category of print there arebooks, picture books, magazines and serials. In theaudio category there is compact disc and tape andin the audio-visual category there are video cassette,compact disc, film and picture series.

• Te kaiwhakaputa - The publisher:• Te tau whakaputa - The date published:• Te whainga atu - Accessibility: the publishers'

address, phone number, facsimile, e-mail will allbe noted here if available, along with the price ofthe resource and any other known place it can beaccessed from such as schools and the National

Library of New Zealand.• Te roa - The length: in pages, minutes, words or

pictures will be noted.• Te rahi - The size: of the resource. This will apply

to books and picture series.• Ana kaupapa - Keywords : all keywords that

describe the content of the resource will be writtenhere. It is important to get as many words as possiblethat describe it so that when searching by kaupapathe user will be able to search on any one of thelisted keywords and find this resource.

• Te whainga o te rauemi - The purpose of theresource: the purpose for which the resource waswritten will be indicated here. For example it willbe stated if the resource was designed for aparticular curr iculum subject such as reading,language, maths, science, technology, socialscience, physical well-being or for communicatinginformation or for teaching or learning te reo Maori.

• Reo-a-iwi - Dialect: the dialect will be noted hereif it is obvious that the resource has been written ina particular dialect.

• Taumata whakaputa - Production level: if it is a printresource then the type of picture and size of printwill be described. If it is a video or audio the clarityand speed of the sound will be described.

• Koeke panui - Reading level: a reading level willbe given only to those resources that have beendesigned for the purpose of teaching or developingreading skills in children. Nga Kete Korero2 is thedocument that will be used to guide the levelling ofMaori language readers. A diagram showing thelevels for Nga Kete Korero will also be providedso that the user can see immediately where theparticular resource fits in relation to all 11 levels.

• Kockc reo - Language level: a receptive languagelevel of 1 - 8 (8 being the top) will be given to eachresource. These levels correlate to the 8 levels inTe TauakI te Reo Maori i roto i te Marautanga oAotearoa3. Again, a diagram showing the 8 levelsand how that corresponds with the number of yearsspent in total immersion schooling will be able tobe accessed so that the user can identify for whichage group the language of that resource is mostsuitable. The framework has been aligned with TeTauakI te Reo Maori i roto i te Marautanga oAotearoa levels because these are the levels thatare designed to guide the teacher and the learner ofthe Maori language. It is the only attempt thus farto describe different levels for te reo Maori, and

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therefore the type of language, the kinds of languageactivity that might be suitable for learners at eachof the levels. Although the document is not widelyused at this stage the more often it is reinforced themore familiar people will eventually become withit. Language level is different to reading level inthat length of sentence, topic, text size and picturesarc not considered as they are when allocating areading level.

• Te momo rco - The type of language: a descriptionof the type of language a resource uses will notefeatures such as language function, repetitivesentence structures, new or technical vocabulary,transliterations, idiomatic expressions, colloquiallanguage and formal or informal language.

• Tc kaupapa - Content: a full description of thecontent of the resource will be given here includingwhether it is a documentary, advertisement, poster,interview, editorial, and so forth. The age group forwhom it is suitable, the curriculum strand and levelfor which it has been developed will be mentionedif appropriate. Any particularly positive Maori andor female role models in the resource, will also benoted (as well as any negative stereotyping). Otherp u b l i s h e d ac t iv i t i es or mater ia l that maycompliment the resource will be noted here.

• WhakaO - Suggested uses: some ideas on how theresource could be used will be given here. Forexample it may be a resource that would be goodfor teaching or reinforcing a particular aspect oflanguage, for strengthening various language skills(e.g. l is tening, speaking, reading or writing), forintroducing a topic or idea, for teaching a conceptor for encouraging children to talk about somethingin particular.In addition to this comprehensive description of

each resource a sample of the resource will be able tobe accessed from the database (e.g. a page out of abook or a 15 second section of video) so that the usercan confirm the information that has been providedabout the resource.

The second part of this paper discusses the rationalebehind the main characteristics on the framework, thatis the language level, reading level, content, type oflanguage and suggested uses. Each of thesecharacteristics when considered independently aresignificant and informative for the language teacherand learner. However when considered in combinationto each other they offer even more information. Whenidentifying and developing each of the characteristics

the learner and teacher working in total immersionwas foremost in the mind. However the framework isalso appropriate for other types of Maori languageprogrammes.

Language LevelAs mentioned earlier Te TauakI te Reo Maori i roto ite Marautanga o Aotearoa is the guide for analysingand allocating a resource a receptive language levelof 1 - 8. Although Tc TauakI te Reo Maori has onlyrecently been introduced to Maori language teachersand therefore teachers are still becoming familiar withit, assigning the resource with a language level willsignal to both the teacher and the learner that languagelevel is important. It is important the language levelof the learner and that of the resource are matched,that is if the language of the resource is either too hard,or too easy, then perhaps the learner's language willnot develop and grow. According to Krashen (1985:2),

"...humans acquire language in only one way - byunderstanding messages, or by receiving'comprehensible input'. We progress along the naturalorder (hypothesis 2) by understanding input thatcontains structures at our next 'stage' - structures thatarc a bit beyond our current level of competence."

Comprehensible input can be either aural or written.The Input Hypothesis (Krashen 1983:131) at this stagemakes no distinction between these two types of input,and in fact suggests that reading as input contributesto the overall competence in a second language.

Secondly, it states that a language level can beassigned to resource materials and that provided thelearners language level is known, appropriate resourcematerial can be chosen as input for the learner in orderfor them to successfully acquire and develop the targetlanguage.

It is important for the linguistic and cognitivedevelopment of the learner that the standard of theirMaori language is lifted as close as it possibly can tothat of a nat ive speakers. There is a danger offossilisation for many second language learners, wheretheir level of language plateaus, and does not approachthe native level of fluency (Krashen 1985:43). The r/lack of quality language input is one reason identifiedby Krashen as a cause of fossilisation. The choosingof resource material that provides appropriate inputin the form of comprehensible input + 1 assumesgreater importance.

If input is not considered carefully then it can be

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expected that the learners linguistic growth will notkeep pace with their cognitive development and thechildren will inevitably revert to Engl ish wheninvolved in cognitively demanding situations. Hollingsand Murphy (1992) while carrying out a study withchildren in a kura kaupapa Maori reinforces this point:

"the children easily master the basic structures andeven though some of their utterances aregrammatically incorrect, they are able to operateeffectively at a basic interpersonal communicationlevel. What is lacking are the subtleties of the languagethat will ultimately enable these children to articulatetheir higher level thoughts."

A wide range of quality resource materials acrossall language levels is necessary if learners are to attaina high level of fluency. At this stage of the researchprogramme it is suspected that the majority of availableresource material spans levels 1 - 4 and the fewresources at levels 5 - 8 are either unsuitable topics,that is the learner does not find the topic of interest, orinappropriately presented for many of the groups thatrequire them.

Type of LanguageIn the Toi te Kupu framework, Te Tauaki te Reo Maorii roto i te Marautanga o Aotearoa has been used as theguide not only for the language level but also for 'Temomo reo', that is the style of language used in theresource. The revitalisation of the Maori language"involves increasing the number of native speakers ofthe language, increasing the number of domains inwhich the language is used, increasing the amount ofprinted material available in the language and oftenextending the vocabulary base of the language to meetthe demands of the new domains" (Waite 1992:30).Increasing the vocabulary and language functions ofMaori speaking people will help ensure that there is agreater chance of increasing the domains in which theyare likely to use Maori as a medium of communication.Therefore the principle language functions and newvocabulary that are used in the resource wil l behighlighted in this section of the framework.

Language and ContentThe immersion method of acquiring the Maorilanguage has grown over the past 7 years through suchMaori driven initiatives as kohanga reo and kurakaupapa Maori. There is plenty of literature on thesuccess of immersion programs (Krashen 1984, Swain

1993, Keegan 1996). Birch (1995:151) summarisesthat:

"the major strength of immersion is that in focusingon the content of various curriculum areas rather thanthe language to be learnt, the programs replicate theprocess which was so successful in first languageacquisition where language was acquired incidentallywhile the child was engaged in the process of learninghow to mean."

In the context of Aotearoa, English is the firstlanguage for many of the children who attend kohangareo or kura kaupapa Maori. This is because English isthe l anguage t h a t is used by most parents tocommunicate with their children at home and it is thelanguage of wider society. Those children for whomMaori is their first language, that is they are beingbrought up in the Maori language, soon switch toEnglish due to its pervasiveness in this society.

However unlike the first language English whichis widely spoken in the community and accessible toeveryone each minute of the day, the Maori languageis not . It is for these reasons t ha t immers ionprogrammes, and programmes based on secondlanguage acquisition theory are so important in theefforts to revitalise the Maori language.

In the immersion method however it is not enoughto simply teach the curriculum without consciouslyconsidering language learning at the same time. Asalready mentioned the cognitive development ofchildren learning in total immersion can soon out growtheir language development and as a result they beginto break into English, which inevitably becomes theirdominant language . Therefore it is abso lu te lynecessary to increase the children's ab i l i t y tocommunicate at higher cognitive levels in the Maorilanguage. There are many issues involved in trying toachieve this. The learner for example must developtheir vocabulary, which according to Nation (1987:10)is 3 - 7 new words a day, their range of sentencestructures, language functions, language learningstrategies such as paraphrasing and also accessopportunities to use the Maori language outside of thekohanga or kura. The teacher may need to developtheir own language further as well as their teachingmethodology. The Toi te Kupu framework addressesmany of these issues in various ways.

There are part icular language skills, languagefunctions and sentence structures that are best taught,introduced or reinforced with particular curriculum

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content. For example an astronomy unit lends itself tothe language functions of sequencing and comparingand contrasting. An activity could be sequencing theplanets from the sun and another could be comparingand contrasting the appearance of the planets. Theimportance of the language functions has beenhighl igh ted in the 'Te momo reo' section of theframework by indicating the main language functions,f r e q u e n t l y used sentence s tructures, and newvocabulary in each resource material. Potentiallanguage and c u r r i c u l u m activi t ies the resourcematerial could be used for will also be mentioned.

Reading as Comprehensible InputReading is a source of comprehensible input and isthought to contribute significantly to general languagecompetence. Reading can be used as comprehensibleinput as soon as the learner has enough of the secondlanguage "to derive meaning from the text" (Krashen1983:131). However if reading is to help the languageacquisition of the learner the material must;1. be comprehensible to the reader2. focus the readers attention on the message of the

text rather than the language3. contain i + 1, that is it must contain some language

items slightly in advance of the learner.According to Krashen (1983:132), an appropriate

reading text for a learner must meet two criteria.Firstly, it must be of an appropriate complexity forthe reader and secondly the reader mus t f ind itinteresting. There arc several aspects of a text thatdetermine its complexity. The three main onesvocabulary, syntax and semantics will be consideredhere. It is not known how many unknown words in atext rule it too difficult for the reader however theextremes are more easy to identify. If for example thereader is having to use a dictionary too often to gainmeaning of a passage then it could be considered toohard. At the same time the reader doesn't need to knowevery word to understand the text. It is for this reasonthat the Toi te Kupu framework will highlight whatmay be new vocabulary in the resources. Althoughthose words highlighted may not necessarily be newto the user, teachers and learners will be able toconsider for themselves their difficulty, whether or notthere are too many and how best to introduce them tothe learner.

Vocabulary alone is not a gauge of text complexity,syntax is another aspect to consider. It is difficulthowever to ascertain the amount of unfamiliar syntax

a reader can put up with before it begins to interferewith meaning but it is known that passages that havesyntactic structures well beyond their comprehensibleinput + 1 can still be understood. The reader tends torely more on familiarity of topic and known vocabularyto gain meaning from a text than syntax. Languagefeatures that occur frequently in a text are noted in theToi te Kupu framework under 'Te momo reo". Forexample a text that uses the verbal particle 'Ka..."frequently at the beginning of sentences will be notedwith examples from the text. Of course it would haveto appear frequently enough for the amount of text forit to be mentioned.

In the 'Te kaupapa' section of the framework adetailed description of the topic covered by theresource is provided so that the user can decide whetheror not the content is familiar enough to themselves orthe user for whom they are choosing the resourcematerial. This allows them to decide whether the topicwill hold the learners interest, the second criteria forchoosing an appropriate text, and also whether the userhas any prior knowledge about this topic which willhelp them to gain meaning from the text.

Once an appropriate text is identified the teacherneeds to give the learner a reason to read and to holdtheir interest so that they become involved with themessage and the purpose for reading. Although theframework does not address this directly there is asection called 'WhakaO" that suggests some ways inwhich the resource can be used. These are helpfulsuggestions on how the resource may be used forlanguage development, curriculum learning, group andindependent work.

SummaryThe desperate need for the co-ordination, increasedutilisation and identification of Maori languageresource materials has been well documented forseveral years.

Hirsh (1990:47) stated,

"It is clear that some schools and teachers are not awareof what is available, with resultant duplication and'reinvention of the wheel'. Some fine material in Maoriemanates from a publishing house in Whakatane, butresources like this need to be more widely known. Sonot only is there a major development needed in thisarea, but there needs to be co-ordination of effort inthe production of curriculum materials."

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More recently at the Hui Taumata held by Te TauraWhirl 1 Te Reo Maori for the conclusion of 1995 TcTau o Te Reo Maori, Mary Boyce (1995:40) in herpaper urged that a group be established to carry outtwo goals:

"to solicit and distribute finance to identify what otherresources are needed, plan their development and co-ordinate the production and distribution of these"

Furthermore she believes that this group wouldneed,

"to build a database of resources already available,and those who produce them. It would perhapsestablish a resource quality rating to guide practitionersin their purchase of material, but more importantly toensure that new resources meet minimum standardsof language quality."

The Education Review Office (1995:7) have alsoacknowledged the lack of resource materials and theserious effect this has on the children learning in theMaori language,

"In some kura the lack of teaching and learningresources in te reo Maori is impeding students'learning."

Finally, and most importantly, the Ministry ofEducation in point one of their ten point plan for Maorieducation have identified the urgent lack of quantityand co-ordination of resources. They have prioritisedthe following key objectives to alleviate the problem,

"a. Increase the number of fluent Maori languageteachers.

b. Increase the availability of suitable learning andcurriculum resource material.

c. Establish priorities for the allocation of teachersand resources.

d. Develop strategies to overcome the shortage ofteachers and resources.

e. Evaluate the usefulness and effectiveness ofexisting resource material." (1995:48)

The Toi te Kupu database will address some ofthese issues. Not only will it provide for better co-ordination and increased utilisation of Maori languageresource mater ia ls but i t w i l l also enable theidentification of gaps in the range of levels, mediums,

contexts and themes. Having identified the gaps it canthen be used as a tool to assist publishers, resourcematerial designers, policy analysts and the Ministryof Educat ion to p r i o r i t i s e and plan the f u t u r edevelopment of Maori language resources. This isessential if Maori medium education is to be a vehiclefor quality education that meets the several needs offuture Maori language learners.

1 Na Taiarahia Black te whakamarama mo tc whakatauki nei a"Toi te kupu. toi te mana. toi te whenua, toi te tangata".

2 Nga Kete Korero was a policy project funded by Te PuniKokir i . Part of the project was to develop a classificationsystem suitable for levelling Maori language readers.

3 Tc Tauaki te Reo Maori i roto i tc Marautanga o Aotearoa hasallocated language both a receptive level and a productive levelin the notions of grammar sections. The receptive levels arefollowed because the resource materials are either aural orwritten.

ReferencesBirch. G. (1995). Developing Teaching Materials for ImmersionPrograms. In Berthold, M. (ed.). Rising to the Bilingual Challenge.National Languages and Literacy Institute of Australia Limited:Australia.

Boyce, M. (1995). The Role of Second Language Learners inMaori Language Maintenance and Revival - The Next FifteenYears. Paper presented at the Hui Taumata, December 1995,Wellington.

Education Review Office. (1995). Kura Kaupapa Maori. 10.Winter 1995. Wellington.

Hirsh, W. (1990). A Report on Issues and Factors Relating toMaori Achievement in the Education System. Minis t ry ofEducation: Well ington.

Holl ings, M. and Murphy. H. (1992). Maori Language LearnersLanguage.

Keegan, P. (1996). The Benefits of Immersion Education: AReview of the New Zealand and Overseas Literature. NewZealand Counci l For Educational Research: Wellington.

Krashcn, S. D. and Terrell, T. D. (1983). The Natural Approach:Language Acquisition in the Classroom. The Alemony Press/Pcrgamon Press Limited: England.

Krashen, S. D. (1984). Immersion: w h y it works and what it hastaught us. In Language and Society. 12. 61-64.

Krashen , S. D. (1985) . The Input Hypothesis: Issues andImplications. Longman Group Limited: England.

Low, G. (1987). The need for a multi-perspective approach to the

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evaluation of foreign language teaching materials. In Evaluationand Research in Education, I, 1 . 19-29.

Minis t ry of Education. (1995). Nga Hacala Matauranga: AnnualReport on Maori Education 1994/95 and Strategic Direction for1995/96. Wellington.

Ministry of Education. (1996). Te TauakT le Rco Maori i roto i leMarautanga o Aoteama. Learning Media: Wellington.

Mitchell, H. J. and Mitchell, M. J. (1993). Maori Teachers whoLeave the Classroom. New Zealand Council For EducationalResearch: Wellington.

Nat ion, I.S.P. (1987) Teaching and Learning Vocabulary.Occasional Publication 7, English Language Institute. VictoriaUniversity: Wellington.

Swain, M. (1993). The o u t p u t hypothesis: jus t speaking andwri t ing aren't enough. In Canadian Modern Language Review,50, 1. 158-164.

Waite, J. (1992). Aoteama Speaking for Ourselves. LearningMedia. Ministry of Education: Wellington.