Abstract:
Kei te ārohi tēnei 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 rerekētanga o te reo whakamahia ai i te kura i ō te reo whakamahia ai i waho i te kura nā te mea he rerekē ngā horopaki reo. E ai ki ngā ariā SFL, ko te "rēhita " te hanga matua e whakamārama ana i taua rerekētanga. Kei nga marau pērā i te pāngarau he "rēhita " motuhake tōna. Kua waihangatia te rēhita, ki ōna ake kupu, ki tōna ake takatoranga reo. A tōna wō ka tino whakararuraru ngō ōhuatanga o te rēhita i te ako o ngō ōkonga. Kua whakaaturia e nga rangahau te tino tikanga o te reo i te akoranga pāngarau me te tino mahi a te pouako hei whakatauira i te reo mō ngā ā konga. Kei te ā rohi tēnei pēpa kapehea ngā pouako e ako ai i te rēhita me ngā rautaki ka whakamahia e ngā pouako hei ako i ngā kupu motuhake.This paper examines the language of learning and teaching in Maori medium schooling from the perspective of Systemic 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 Maori medium kura to learn the specialised terms.
