The Ministry of Education's recent changes to NCEA to incorporate mana orite mo te matauranga Maori has become the source of consternation for many kaiako in secondary schools in Aotearoa New Zealand. Kaiako are struggling to understand what integrating mana orite and matauranga Maori into their programmes looks like. This article is intended as a…

The Pasifika Early Literacy Project supports teachers to make space for the languages and cultures of Pacific children and families in early childhood settings in Aotearoa New Zealand. Dual-language books in five Pacific languages and English validate Pacific children's languages, literacies, and identities. We highlight teacher practices…

Decolonising the languages curriculum is a radical requirement to critically reexamine the way in which the languages curriculum has been formed in any context. It requires the examination of the power dynamics which have led to the dominance of certain languages over others and which languages are and are not accorded resources in schools,…

Aotearoa New Zealand and Australia are similar in many ways. Both were colonised by English-speaking British settlers, and English is a national language in each country. In recent years, both countries have become destinations for immigrants speaking languages other than English and international fee-paying students. Both have a chequered history…

Second language (L2) learning is widely acknowledged as complex due to variables such as learner, context, and target language. Such variables are particularly relevant to the learning of immigrant or indigenous languages in countries such as Canada, the United States, and New Zealand. The motivational roles of such variables are considered…

This article investigates how two Pacific language programmes in secondary schools outside of the broader region of Auckland, New Zealand, enabled an exploration, celebration, and deepening of va (relational space) through language, and contributed to identity construction of students of Samoan and Tongan heritage. As the relational lens is rarely…

The article describes the usefulness of a realist methodology in linking sociological theory to empirically obtained data through the development of a methodological device. Three layers of analysis were integrated: 1. the findings from a case study about Maori language education in New Zealand; 2. the identification and analysis of contradictions…

Localising knowledge and dispositions helps to predict the likely success of top-down language policies. In so far as language acquisition is a pillar of language revitalisation policy, then community perspectives on learning a minority language deserve attention. This article presents the knowledge, dispositions, and ideas of around 1,300…

Translating multilingual texts is still a new field of inquiry. Transplanting a text where the function of embraced multilingual practices is strongly related to local ethnic identities can provide challenges for translators and readers alike. This study discusses the translation strategies adopted by second-year translation students on an…

Motivations of Maori heritage language learners are explored within this qualitative study. "Te reo" Maori (the Maori language) is currently classed as endangered (Reedy et al., 2011), which calls for the exploration of the motivational experiences of Maori heritage language learners. A total of 19 interviews with beginner, intermediate…

The article aims at presenting a description of languages and cultures and the effect on the teaching of English as a Foreign Language in schools in Papua. It starts with a general picture of the uniqueness of languages and cultures in Papua: its geography, the originality of the people, and the languages and cultures of both NAN and AN. The word…