Developing a Maori Language Mathematics Lexicon: Challenges for Corpus Planning in Indigenous Language Contexts

Autor/inn/en	Trinick, Tony; May, Stephen
Titel	Developing a Maori Language Mathematics Lexicon: Challenges for Corpus Planning in Indigenous Language Contexts
Quelle	In: Current Issues in Language Planning, 14 (2013) 3-4, S.457-473 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2013.835149
Schlagwörter	Malayo Polynesian Languages; Pacific Islanders; Ethnic Groups; Mathematics Instruction; Language Planning; Computational Linguistics; Language of Instruction; Native Language; Teaching Methods; Language Maintenance; Bilingual Education; English (Second Language); Second Language Learning; Educational Change; Educational History; Language Variation; Change Agents; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Mathematics lessons; Mathematikunterricht; Sprachwechsel; Linguistics; Computerlinguistik; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachpflege; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungsreform; History of education; Bildungsgeschichte; Sprachenvielfalt; Ausland; Neuseeland
Abstract	Over the last 25 years, there has been significant modernisation and elaboration of the Maori language mathematics lexicon and register to support the teaching of (Western) mathematics as a component of Maori-medium schooling. These developments are situated within the wider Maori language revitalisation movement in Aotearoa/New Zealand, of which Maori-medium education is a central component. A feature of the initial development of a Maori mathematics lexicon was the informal approach taken, involving elders, teachers and community working together to establish a corpus of appropriate terms, rather than any formal language planning approach. Subsequently, two state agencies, Te Taura Whiri i te Reo Maori (the Maori Language Commission) and the New Zealand Ministry of Education assumed a formal role in the standardisation and elaboration process. Due to limitations in resources and expertise, the Commission eventually withdrew from the process of developing the specialised lexicon for schooling and, in their absence, ongoing lexical development was entrusted to a group of Maori-medium mathematics educators (Te Ohu Pangarau) and closely linked to the Ministry of Education's numeracy strategies. However, the process of linguistic modernisation of the Maori language to support the teaching of school subjects such as mathematics has since raised a number of conflicting tensions and linguistic issues, particularly among the older generation of Maori language speakers. This paper explores the process of development and the at-times conflicting linguistic ideologies which influenced the lexication and codification of the Maori-medium mathematics terminology. It also specifically examines the roles, policies and beliefs of the agents, including the two state agencies, involved in the process, charting the connections between micro, meso and macro language policy and practices in this context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10