Textbooks for the teaching of te reo Māori
Time for change
Datos Bibliográficos
| ID | 12948129 |
|---|---|
| Autores | Sophie Nock (0000-0002-6588-1158, University of Waikato, autor de correspondencia) |
| Año | 2017 |
| Volumen | 10 |
| Número | 1 |
| Páginas | 1-16 |
| Fecha de publicación | 2017-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | International Journal of Critical Indigenous Studies (JOURNAL) |
| Identificadores de la revista | ISSN: 1837-0144 • E-ISSN: 1837-0144 |
| Editorial | Queensland University of Technology (PUBLISHER • AU) |
| DOI | 10.5204/ijcis.v10i1.149 |
| OpenAlex | W2886305928 |
| Idioma | EN |
| Referencias citadas | 5 |
As part of a recent study of the teaching and learning of te reo Māori (the Māori language) in English-medium secondary schools in Aotearoa/New Zealand, I asked a sample of teachers which textbooks they used. I then analysed some of those textbooks that were referred to most often, using focus points derived from a review of literature on the design of textbooks for the teaching of additional languages. What I found was that the textbooks analysed were inconsistent with the relevant curriculum guidelines document and were also problematic in a number of other ways. This article discusses a number of the problematic concerns and outlines what would be involved in designing more effective textbooks for Indigenous languages, and textbooks that are in line with current research findings
Aotearoa · Curriculum · Focus (optics · Indigenous · Mathematics education · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Gender Studies · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |