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Volume 46, Issue 2
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
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Abstract

Abstract

This study explores teacher perspectives on a government policy that seeks to integrate Indigenous knowledge into mainstream foreign language education in New Zealand schools. Based on in-depth interviews, the study found that language teachers generally support this educational change because trans/languaging involving English and te reo Māori (the Māori language) has become an ordinary practice in their teaching and school lives. However, foreign language teachers expressed a need for discipline-specific materials and professional development to help them integrate mātauranga Māori (Indigenous knowledge of Māori) into their teaching. Their concerns can be understood as a lack of support in interpreting “what,” “how,” and “to what extent” the policy will be implemented. The study suggests using a decolonising approach to help teachers affirm the relevance of Indigenous knowledge in their discipline. It recommends that policymakers adopt a pluriversal stance to ensure that diverse knowledge systems can coexist and interact harmoniously rather than compete with one another in the new National Certificate of Educational Achievement (NCEA) curriculum.

© 2023 John Benjamins
Available under the CC BY-NC 4.0 license.
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2023-03-27
2024-12-08

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/content/journals/10.1075/aral.22039.wan
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Integrating Indigenous epistemologies into mainstream foreign language teaching
Australian Review of Applied Linguistics 46, 186 (2023); https://doi.org/10.1075/aral.22039.wan
/content/journals/10.1075/aral.22039.wan
/content/journals/10.1075/aral.22039.wan
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  • Article Type: Research Article
Keyword(s): decolonising approach; educational change; Indigenous epistemology; mātauranga Māori; translanguaging

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