Te piko o te māhuri, tērā te tupu o te rākau: language and literacy in marae-based programmes

6.1 Key findings

The key findings arose from some of the early trends that surfaced again in later interviews and discussions to become significant themes of this research.

• The significance of the marae system, for improving foundation learning opportunities, that is, marae as access point.
• The significance of the presence of tupuna and kaumatua (elders), for enhancing foundation learning opportunities.
• The significance of deep emotion and wairua as a pedagogical instrument.
• The significance of the marae base,for engendering safety and promoting language development to the extent where participants moved from an average self-rating of 2/10 to 6/10 in spoken language proficiency after just one year on their programmes.
• The significance of the ability to kōrero in te reo Māori as being of the utmost importance associated with marae-based learning opportunities; that is, there is a general recognition that while reading and writing are important – especially writing – it is the ability to speak the language that is more relevant and important in the context of the marae.
• The significance of marae-based education, for fostering achievement and successful progression in moving Māori learners through their programmes to the next level:
• All the first year students moved successfully to the second year of their undergraduate degree programme as a result of participating in the marae-based education model.
• The Te Pouhono group have transitioned successfully to the first year of the Mātauranga Māori degree programme. These participants are now on the same successful learning journey as those from Case study 1.
• The significance of the teacher being expert and confident in te reo Māori and tikanga, to add a balance of expert knowledge, passion and spirituality to the experience of learning in marae-based situations.
• The significance of improving access to foundation learning opportunities through fielding new opportunities for learning, a desire and passion to learn the language, the influence of mokopuna, a hunger for Māori knowledge, and a shift in awareness.
• The significance of the enhancement of foundation learning opportunities arising through marae being the access point for learning, identity development and reaffirmation coming from a different kind of wairua on the marae, the strength of leaders to enhance learning, and the knowledge that learning on the marae is the stepping stone to success.
• The significance of pedagogical impacts of different ideologies, for influencing the phenomenon of language shift to create ‘safety’, the socialisation and ‘conditioning’ through language, the juxtaposition of two worlds to create present-day focus, and practices to enhance individual learning for community gains.
• The significance of the admission that having just any education was not enough for Māori, but having mātauranga was the important factor.

6.2 Recommendations

The findings indicate that the following three main points should be implemented:

• All the findings need to be aligned and linked in to all current education, literacy and foundation learning strategy documents and reports that are currently being considered by the New Zealand Government.
• Marae-based education opportunities are fundamental to promoting success in learning for Māori learners of all ages and need to be resourced accordingly, particularly in the areas of:
  • iwi and hapū liaison
  • upskilling teacher capacity and capability
  • funding to promote access and equity to such opportunities.
• Authentic marae-based models of education that are a combination of ‘learner-centred, learner/whānau-directed, and teacher/whānau/marae-directed’ should be considered as the primary vehicle for the promotion, delivery and sustainability of te reo Māori, ngā tikanga me ngā mātauranga. That is, marae-based learning opportunities that are true and well intentioned to reflect the living context of Māori, should be a readily sourced avenue of valid educational outcomes. Situations that reflect the tikanga, mātauranga, and use of te reo, reflect the collaborative and social nature of learning among whānau, hapū and iwi.

6.3 Conclusion

The foundation learning opportunities that are embedded in the marae-based programmes enhance the capacity and capabilities of Māori learners to link the idea of learning on the marae to legitimate knowledge for effective communication purposes.

Bringing about engagement with marae-based learning has the potential to take people out of their comfort zones and yet creates places of safety and confidence building. The extent and level to which using te reo Māori builds confidence in learners is mirrored by the understanding of learners that speaking the language makes them want to be confident and, as indicated through the research, intellectual benefits come from the increased ability and control learners have in being able to manipulate language development in reading, writing and oral expression in te reo Māori, English or a combination of both.