AbstractKei te ārohi tānei pepa ki te reo o te ako mā te huarahi o te reo Māori mai i te tirohanga Systemic Functional Linguistics (SFL). Ko te tino whakaaro o SFL he nui ngā rerekātanga o te reo whakamahia ai i te kura i Å te reo whakamahia ai i waho i te kura nā te mea he rerekā ngā horopaki reo. E ai ki ngā ariā SFL, ko te 'rāhita' te hanga matua e whakamārama ana i taua rerekātanga. Kei ngā marau pārā i te pāngarau he 'rāhita'Â motuhake tÅna. Kua waihangatia te rāhita, ki Åna ake kupu, ki tÅna ake takatoranga reo. A tÅna wā ka tino whakararuraru ngā āhuatanga o te rāhita i te ako o ngā ākonga. Kua whakaaturia e ngā rangahau te tino tikanga o te reo i te akoranga pāngarau me te tino mahi a te pouako hei whakatauira i te reo mÅ ngā ākonga. Kei te ārohi tānei pepa ka pāhea ngā pouako e ako ai i te rāhita me ngā rautaki ka whakamahia e ngā pouako hei ako i ngā kupu motuhake.
This paper examines the language of learning and teaching in Māori medium schooling from the perspective of SystemicÂ Functional Linguistics (SFL). Essentially SFL suggests that language use in school differs in important ways from language use outside the classroom. Because language situations differ, the primary construct in SFL theory for explaining linguistic variation is the
'register'. Subjects such as mathematics are characterised by specialised registers. The register is made up of linguistic features that can pose difficulties for the learner. Research has highlighted the role of language in learning mathematics and the key role of teachers in modelling the register for learners. This paper examines how teachers learn the register, in particular the strategies teachers use in Māori medium kura to learn the specialised terms.
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