Mitchell Yvonne Awhina, Thomas Bree-Anna, Clifford Amanda E, Kittow Georgia Hayley, Reese Elaine
Department of Psychology, University of Otago, Dunedin, New Zealand.
J R Soc N Z. 2023 Sep 28;55(1):113-133. doi: 10.1080/03036758.2023.2256246. eCollection 2025.
This research provides insight into current te reo Māori (the Indigenous language of Aotearoa, New Zealand) use in English-medium ECE settings. We videoed naturalistic conversations between (educators) and (aged 15-28 months) at 24 English-medium BestStart ECE centres. Te reo Māori was quantitatively assessed across five routines: (food) time, book time, group time, free play, and nappy change. The highest rates of te reo Māori use per minute were observed during the time, book time, and group time routines, respectively, and lowest during free play and nappy change. Although scripted/prepared te reo Māori use (e.g. and ; prayer and song) were well used, opportunities for more complex and elaborate te reo Māori use remain. This research provides insight into the current use of te reo Māori in English-medium ECE settings, an enhanced understanding of contributions to te reo Māori revitalisation goals, and applications for practice.
本研究深入探讨了毛利语（新西兰奥特亚罗瓦的本土语言）在以英语为教学语言的幼儿教育环境中的使用情况。我们在24个以英语为教学语言的最佳开端幼儿教育中心，拍摄了教师与15至28个月大儿童之间的自然对话。毛利语在五个日常活动中进行了定量评估：用餐时间、读书时间、集体活动时间、自由游戏时间和换尿布时间。每分钟毛利语使用率最高的分别是用餐时间、读书时间和集体活动时间，而在自由游戏和换尿布期间使用率最低。虽然事先准备好的毛利语使用（如祈祷和歌曲）得到了很好的运用，但仍有机会进行更复杂、更详尽的毛利语使用。本研究深入了解了毛利语在以英语为教学语言的幼儿教育环境中的当前使用情况，增强了对幼儿教育对毛利语复兴目标贡献的理解，并为实践提供了应用。
