Task-Based Language Teaching as a Tool for the Revitalisation of Te Reo Maori: One Beginning Teacher's Perspective

Autor/in	East, Martin
Titel	Task-Based Language Teaching as a Tool for the Revitalisation of Te Reo Maori: One Beginning Teacher's Perspective
Quelle	In: Language Learning Journal, 48 (2020) 3, S.272-284 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (East, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2020.1719433
Schlagwörter	Foreign Countries; Language Maintenance; Malayo Polynesian Languages; Beginning Teachers; Teacher Attitudes; Language Teachers; Indigenous Knowledge; Language Minorities; Modern Language Curriculum; Student Centered Learning; Experiential Learning; Teacher Education Programs; Teaching Methods; National Curriculum; Curriculum Implementation; Biculturalism; Language of Instruction; Attitude Change; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Sprachpflege; Junior teacher; Junglehrer; Lehrerverhalten; Language teacher; Sprachunterricht; Sprachminderheit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Bikulturalität; Teaching language; Unterrichtssprache; Attitudinal change; Einstellungsänderung; Neuseeland
Abstract	This article explores the extent to which task-based language teaching (TBLT) as an emerging but increasingly popular language teaching approach can be used successfully for teaching te reo Maori as a minority and endangered language in Aotearoa/New Zealand. The article presents the experiences and perspectives of one beginning teacher of te reo in an initial teacher education programme. This teacher participated in a one-year course with a dedicated focus on TBLT, designed principally for teachers of the so-called Modern Foreign Languages (MFLs). The article outlines this teacher's initial struggle to see the relevance of the MFL course for her work as an intending teacher of te reo, and her ultimate embracing of her peers and the ideas explored in the course. The study raises issues for the pertinence of TBLT for strengthening and supporting New Zealand's indigenous language, and concludes that an approach such as TBLT may have an important role to play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01