Browsing by Author "Berardi-Wiltshire A"

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    Endangered languages in the home: The role of family language policies in the revitalisation of indigenous languages
    (UFRJ - Universidade Federal do Rio de Janeiro, 2/01/2017) Berardi-Wiltshire A; Maia, M
    Developed as the result of two invited lectures as part of a postgraduate course in Language Revitalisation at UFRJ (Universidade Federal do Rio de Janeiro), the current article explores the significance of the home domain for the maintenance and revitalisation of minority languages, specifically focusing on the role played by family language policies in supporting the process of intergenerational transmission of language. Beginning with a general overview of recent theoretical developments in the language planning and policy (LPP) field, the article highlights some of the opportunities that emerging conceptual trends can offer for indigenous language revitalisation inquiry and practice. Through a discussion of theory and research associated with a Family Language Policy (FLP) framework, we will highlight some of advantages of this approach in exploring both micro and macro language management processes (and the complex relationships between them) as determining factors for language maintenance and shift.
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    Te hā o te reo: Teaching the beauty of the Māori language
    (Brazilian Linguistics Association., 29/09/2020) Bortolotto M; Berardi-Wiltshire A
    Drawn from a talk presented at the 2019 Viva Lingua Viva indigenous languages event in Rio de Janeiro, Brazil, this article presents the findings of a qualitative case study focused on a 10-week Māori language programme, Te Hā o te Reo (“the essence of the language”) offered to staff at a New Zealand university. The article reports on the pedagogical practices employed in the course through a discussion of qualitative interview data collected for a wider study on the experiences of non-Māori students of Te Reo Māori as a second language. The analysis presents insights from a sample of adult student participants and by the courses’ chief designer and teacher. A focussed consideration of four key classroom practices suggests a teaching approach based on three Māori culture-specific pedagogical principles (Whanaungatanga—relationship-based learning; Koakoa—joy, humour; Kaupapa Māori—Māori principles and worldview), which are found to shape both course content and classroom management in ways that are well aligned with student’s needs and expectations.