Translation Te Reo Māori To English: The Competencies Are Wa

Translation Te Reo Maori To Englishthe Competencies Are Wänanga Par

Translation Te Reo Maori to English The competencies are: Wänanga: participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement. Whanaungatanga: actively engaging in respectful working relationships with Māori learners, parents and whānau (family), hapū (subtribe), iwi (people) and the Māori community. Manaakitanga: showing integrity, sincerity and respect towards Māori beliefs, language and culture. Tangata Whenuatanga: affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau is affirmed. Ako: taking responsibility for their own learning and that of Māori learners.

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The competencies outlined in the Māori language framework are essential principles that underpin culturally responsive and effective teaching practices within Aotearoa New Zealand. Each competency emphasizes a holistic approach to engaging with Māori learners, their families, and their communities while fostering an environment of respect, affirmation, and shared responsibility.

Wänanga involves meaningful dialogue and participatory engagement with learners and the broader community. As an aspiring teacher, I recognize that participating in wänanga requires an open-minded attitude and a willingness to listen and learn from Māori perspectives. My experience at a marae reinforced the importance of wänanga, as I observed how traditional protocols and objects conveyed a deep respect for Māori heritage and spirituality. Such interactions foster mutual understanding and strengthen relationships, which are vital for creating inclusive classrooms where Māori students feel valued and understood.

Whanaungatanga is about establishing respectful and genuine relationships. In my practice, I aim to build strong rapport with Māori learners and their whānau by engaging in culturally appropriate ways. The importance of family and community is deeply embedded in Māori culture, and acknowledging this through whakawhanaungatanga helps in creating a supportive learning environment. My first visit to a marae showed me how whānau and hapū actively participate in cultural rituals and decision-making, illustrating the significance of community bonds in Māori society.

Manaakitanga emphasizes care, hospitality, and respect. As a trainee teacher, I believe demonstrating manaakitanga involves maintaining integrity, showing genuine concern for students’ wellbeing, and respecting their cultural identities. During my time at the marae, I witnessed how Māori elders extended hospitality and kindness, which fostered a sense of belonging. Incorporating manaakitanga into my teaching practice means creating a classroom atmosphere where Māori students feel safe, respected, and encouraged to express their culture.

Tangata Whenuatanga affirms Māori as tangata whenua and recognizes the importance of cultural identity in learning. I understand that affirming Māori students’ identities is fundamental in promoting engagement and success. My experience on the marae highlighted how Māori language, customs, and stories are central to the community's identity. As a future teacher, I intend to incorporate te reo Māori, tikanga, and culturally relevant resources into my lessons to uphold the principles of tangata whenua and support Māori learners’ holistic development.

Ako refers to shared responsibility for learning. I believe that effective teaching involves both teacher and learner actively participating in the learning process. Recognizing the importance of tino rangatiratanga (self-determination), I aim to empower Māori students by involving them in decisions about their learning, respecting their perspectives, and encouraging them to take ownership of their educational journey. This approach fosters confidence and motivation while honoring Māori values of whānau and ako.

In conclusion, these competencies form a foundation for culturally responsive pedagogy that respects Māori language, culture, and identity. By actively engaging in wänanga, whanaungatanga, manaakitanga, tangata whenua, and ako, teachers can create inclusive environments that support Māori learners' success and wellbeing. My experience at the marae has deepened my understanding of these principles and reinforced my commitment to implementing them in my future teaching practice.

References

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