The relationship between te reo Māori and tikanga Māori
There is an inherent strong connection between language and culture. The culture and practices of the people who share a language change and develop as the world changes. Te reo Māori and tikanga Māori are inseparable.
There are both linguistic and cultural differences between groups (iwi and hapū) in different regions of New Zealand. There are also, however, some very important similarities. Learners of te reo Māori and tikanga Māori should appreciate both the similarities and differences.
Students should learn that speaking a different language involves much more than simply conveying the same message in different words. Communicating in another language means being sensitive not only to what is said but also to how something is said – and to what is left unsaid. Every language involves visual features as well as words, and indirect messages as well as direct ones. As students come to appreciate this, they begin to understand the interaction between language and culture. Teachers should take cultural considerations into account throughout their programmes so that their students are always aware of the important relationship between te reo Māori and tikanga Māori: “Ko te reo te waka e kawe ana i ngā tikanga Māori” (Language is the vehicle of Māori culture).
Because language embeds and expresses culture, suggested sociocultural themes are included at each of the eight curriculum levels. For example, learners need to be made aware of critical aspects of tikanga Māori (such as the existence and significance of appropriate protocols for particular situations). They also need to develop the confidence to operate in Māori contexts. Some teachers may, in the early stages of learning, include lessons in English about the attitudes and values associated with what is sometimes called a “Māori world view”. Others may prefer not to use English even in the early stages of learning.
Whatever decision individual teachers reach about using English in their teaching, they should bear in mind that teaching language is an important vehicle for teaching culture. This means that they should take opportunities to introduce and revise language in the context of topics associated with concepts, attitudes, and values (sociocultural aspects) of significance to Māori.
As learners become more proficient in te reo Māori, they will be able to use the language to discuss aspects of Māori culture as an independent culture and also in relation to the cultural views embedded in other languages, including English. As they do so, they will become increasingly aware that living cultures change over time and that speakers of the same language do not necessarily share an identical set of cultural beliefs. They will also become aware that those who speak more than one language fluently are likely to develop a more complete understanding of cultural diversity – and its importance – than those who are monolingual.