1. He akoranga whakawhiti reo A communicative way of language teaching

2. Research Ellis, Rod (2003). Task-based Language Learning and Teaching Instructed Second Language Acquisition: Case Studies (Ministry of Education, 2006) Newton, J., Yates, E., Shearn, S., and Nowitzki, W (in development, 2009) Intercultural Communicative Language Teaching: Implications for Effective Teaching and Learning Communicative Approach

3. “Wordle” of pp. 23-24 of The Curriculum Guidelines for Teaching and Learning Te Reo Māori

4. Key Messages …engage in meaningful communication in te reo Māori …for a function other than language learning …communicate real information …for authentic reasons …students as communicators …encounter aspects of communication …practise various aspects of communication

5. Requires learners to develop… Sociolinguistic competence o Sociolinguistic / Relationship between language and social and cultural factors o …the ability to produce language o …language that is appropriate o …appropriate in various social contexts o …appropriate in various cultural contexts o …and interacting with different kinds of people

6. Requires learners to develop… Strategic competence o Strategic / Planned / Considered… o …the ability to sustain a conversation o …the ability to negotiate meaning o …the ability to repair breakdowns in communication

7. Requires learners to develop… Discourse competence o Discourse / Dialogue / Conversation… o …the ability to produce spoken language o …the ability to produce written language o …the ability to produce visual language o …that are characteristic of te reo Māori

8. Teachers ensure that… te reo Māori is used as much as possible in the learning environment interactive, learner-centred tasks are central to the programme; language structures are introduced and practised in meaningful contexts non-verbal aspects of communication are included in the programme students develop a range of different language learning strategies; students’ language learning strategies include strategies for engaging with unfamiliar language language is presented in a way that encourages students to look for patterns and rules

9. Teachers encourage… speak as well as listen, and initiate communication as well as respond, focusing sometimes on fluency and sometimes on both fluency and accuracy work together in pairs and groups to share information and solve real-life or simulated problems engage with topics that are of genuine interest to them communicate using appropriate body language, tone of voice, and intonation and discuss the parallel features in written communication try out different language learning strategies, identifying those that are most useful for them use different strategies to work out the meanings of new words (for example, by considering the context or by using knowledge of the morphology of Māori words) search for patterns and rules in the language they encounter

10. Principles of 2LL Instructed Second Language Acquisition: Case Studies (Ministry of Education, 2006) Ten principles of effective language teaching Four of which emphasise: – Formulaic Expressions – Input – Output – Interaction

11. Principles of 2LL 1.Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence. 2.Instruction needs to ensure that learners focus predominantly on meaning. 3.Instruction needs to ensure that learners also focus on form. 4.Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge. 5.Instruction needs to take into account the learner’s “built-in syllabus”. 6.Successful instructed language learning requires extensive target language input. 7.Successful instructed language learning also requires opportunities for output. 8.The opportunity to interact in the target language is central to developing proficiency. 9.Instruction needs to take account of individual differences in learners. 10.In assessing learners’ target language proficiency it is important to examine free as well as controlled production.

12. INPUT – Vocabulary Strategy Input Recognition Discrimination Production – Kōpaki – Kōpae – Rauemi