By 1855, most Maori still lived in a tribal setting, with little official Pakeha interference. This would have been as they expected, exercising their tino rangatiratanga, the chiefly rights guaranteed by the Treaty of Waitangi. However, their world was changing. In an effort to gain Pakeha goods, many Maori had entered the market economy. Most had converted to Christianity. Many could read and write. Some had sold land to accommodate the increasing numbers of Pakeha settlers. These trends gratified the government. It envisaged a New Zealand society dominated by Pakeha, in which European mores would be norm, and where its sovereignty, gained through the Treaty, would be substantive rather than nominal. At this time, the government pursued the policy of iwi kotahi (one people) or "amalgamation". This policy included the aim of elevating Maori socially and economically by extending to them the benefits of European civilisation. It sought too to encourage Maori to give up their "waste" lands for Pakeha settlement and for Maori to accept the rule of English law, and government authority. Ultimately the two races would become one society- a Pakeha-style society. The government used newspapers for disseminating its message to Maori, publishing the bi-lingual Maori Messenger-Te Karere Maori from January 1855 to September 1863. This thesis investigates the government�s newspaper, plus other Maori language newspapers appearing within the period, printed by government agents, evangelical Pakeha, the Wesleyan Church, and the rival Maori government, the Kingitanga. The thesis not only looks at the impact of newspapers upon Maori society and politics at this time, but also how the newspapers portrayed the major social and political issues to Maori, including the first Taranaki War, the Kohimarama Conference, and the impending all-out war with the Kingitanga in Waikato. Using the newspapers as its major source, this thesis seeks to show how Maori might have understood the issues, and where possible, to allow them to respond in their own voices. We are fortunate that for almost a year the Kingitanga was able to publish its own views in Te Hokioi, thus allowing the anti-government Maori voice to articulate its stand. However, Maori opinion was hardly unitary. The Pakeha-run Maori language newspapers, through reports, reported speeches, and their corresponence columns, provide another set of Maori opinions, which show a variety of opinions on political and social issues. Many histories of this period focus on the tensions and conflicts between Crown and Maori, thus marginalising pro-government Maori, the waverers, and those who merely wanted to keep trouble from their door. This thesis endeavours to illuminate the whole colonial discourse as it appeared in the Maori language newspapers, providing as wide a range of opinions as possible.

As suggested in the regulations for the degree, this discourse on the nature of the Te Whanake series of Maori language textbooks and resources is being submitted with the series in support of the application for the award of the degree of Doctor of Literature (LittD) at the University of Otago. The purpose of this discourse is to make explicit some of the principles that underlie what is contained in the textbooks, the audio-and videotapes and the teachers� manuals. Some of this commentary repeats information provided in Maori or English in the teachers� manuals. As well as concentrating information about the nature of the Te Whanake series into one document, it is also for the benefit of those who do not understand Maori. This commentary will: outline the author�s background leading up to the writing of the Te Whanake series; discuss the content of the textbooks and resources; make explicit the teaching methodology underpinning the series and how these methods are implemented; explain the principles used in creating the textbooks and tape-recorded exercises; and discuss the pedagogic grammar of the Maori language contained in the textbooks. While the four student textbooks are central to the submission, the total set of resources needs to be considered. The description in Chapter Two will give an insight into what the four student textbooks, the teachers� manuals, the study guides and the audio-and videotaped exercises contain. While the textbooks, teachers� manuals, study guides and audiotapes of the Te Whanake series are original work by the author, the series does draw on the work of fluent speakers and writers of Maori, especially in the more advanced textbooks and supporting resources. This was necessary to expose the learners to a variety of contemporary texts as well as examples by writers from last century when Maori was still very much the language of Maori communities. It seems that by 1929 Maori was being offered as a unit for the Bachelor of Arts degree by the University of New Zealand, although there is conflicting information regarding the precise date when this started. However, it was not until 1951 that the language was actually taught by a permanent member of the faculty at any constituent college of the University of New Zealand when Professor Bruce Biggs was appointed Lecturer in Maori Studies at the University of Auckland.The other universities in New Zealand have gradually followed. The University of Waikato introduced Maori as a subject for a Bachelors degree early in its life in 1970 under the leadership of Timoti Karetu, but the University of Otago, which was established in 1869, only introduced Maori as a subject in 1981 despite having produced some outstanding Maori graduates such as Sir Peter Buck. It was only with the production of the Te Whanake textbooks and resources that a comprehensive series designed to teach Maori as a second language to adults has become available. Prior to the production of these resources the material available for teaching Maori language to adults was limited to a few grammar textbooks, the best of which was Bruce Biggs� Let�s Learn Maori. Other textbooks available were designed for teaching the language to children, the most notable of which are the more advanced textbook by Timoti Karetu called Te Reo Rangatira. There were no Maori language textbooks designed for developing the receptive and productive skills of adult learners of Maori. Some European languages such as English, French, Spanish and German have a variety of helpful and well designed textbooks and accompanying resources for adult foreign language learners. Maori had no such resources. The Te Whanake series provides the basis for a structured Maori language programme from beginner level through to the advanced learner of Maori. While further resources will continue to be added to the series, with the publication in 1996 of Te Whanake 4 Te Kohure and its set of six videotapes there is finally a comprehensive set of resources for teaching Maori to adults.

By 1855, most Maori still lived in a tribal setting, with little official Pakeha interference. This would have been as they expected, exercising their tino rangatiratanga, the chiefly rights guaranteed by the Treaty of Waitangi. However, their world was changing. In an effort to gain Pakeha goods, many Maori had entered the market economy. Most had converted to Christianity. Many could read and write. Some had sold land to accommodate the increasing numbers of Pakeha settlers. These trends gratified the government. It envisaged a New Zealand society dominated by Pakeha, in which European mores would be norm, and where its sovereignty, gained through the Treaty, would be substantive rather than nominal. At this time, the government pursued the policy of iwi kotahi (one people) or "amalgamation". This policy included the aim of elevating Maori socially and economically by extending to them the benefits of European civilisation. It sought too to encourage Maori to give up their "waste" lands for Pakeha settlement and for Maori to accept the rule of English law, and government authority. Ultimately the two races would become one society- a Pakeha-style society. The government used newspapers for disseminating its message to Maori, publishing the bi-lingual Maori Messenger-Te Karere Maori from January 1855 to September 1863. This thesis investigates the government�s newspaper, plus other Maori language newspapers appearing within the period, printed by government agents, evangelical Pakeha, the Wesleyan Church, and the rival Maori government, the Kingitanga. The thesis not only looks at the impact of newspapers upon Maori society and politics at this time, but also how the newspapers portrayed the major social and political issues to Maori, including the first Taranaki War, the Kohimarama Conference, and the impending all-out war with the Kingitanga in Waikato. Using the newspapers as its major source, this thesis seeks to show how Maori might have understood the issues, and where possible, to allow them to respond in their own voices. We are fortunate that for almost a year the Kingitanga was able to publish its own views in Te Hokioi, thus allowing the anti-government Maori voice to articulate its stand. However, Maori opinion was hardly unitary. The Pakeha-run Maori language newspapers, through reports, reported speeches, and their corresponence columns, provide another set of Maori opinions, which show a variety of opinions on political and social issues. Many histories of this period focus on the tensions and conflicts between Crown and Maori, thus marginalising pro-government Maori, the waverers, and those who merely wanted to keep trouble from their door. This thesis endeavours to illuminate the whole colonial discourse as it appeared in the Maori language newspapers, providing as wide a range of opinions as possible.

As suggested in the regulations for the degree, this discourse on the nature of the Te Whanake series of Maori language textbooks and resources is being submitted with the series in support of the application for the award of the degree of Doctor of Literature (LittD) at the University of Otago. The purpose of this discourse is to make explicit some of the principles that underlie what is contained in the textbooks, the audio-and videotapes and the teachers� manuals. Some of this commentary repeats information provided in Maori or English in the teachers� manuals. As well as concentrating information about the nature of the Te Whanake series into one document, it is also for the benefit of those who do not understand Maori. This commentary will: outline the author�s background leading up to the writing of the Te Whanake series; discuss the content of the textbooks and resources; make explicit the teaching methodology underpinning the series and how these methods are implemented; explain the principles used in creating the textbooks and tape-recorded exercises; and discuss the pedagogic grammar of the Maori language contained in the textbooks. While the four student textbooks are central to the submission, the total set of resources needs to be considered. The description in Chapter Two will give an insight into what the four student textbooks, the teachers� manuals, the study guides and the audio-and videotaped exercises contain. While the textbooks, teachers� manuals, study guides and audiotapes of the Te Whanake series are original work by the author, the series does draw on the work of fluent speakers and writers of Maori, especially in the more advanced textbooks and supporting resources. This was necessary to expose the learners to a variety of contemporary texts as well as examples by writers from last century when Maori was still very much the language of Maori communities. It seems that by 1929 Maori was being offered as a unit for the Bachelor of Arts degree by the University of New Zealand, although there is conflicting information regarding the precise date when this started. However, it was not until 1951 that the language was actually taught by a permanent member of the faculty at any constituent college of the University of New Zealand when Professor Bruce Biggs was appointed Lecturer in Maori Studies at the University of Auckland.The other universities in New Zealand have gradually followed. The University of Waikato introduced Maori as a subject for a Bachelors degree early in its life in 1970 under the leadership of Timoti Karetu, but the University of Otago, which was established in 1869, only introduced Maori as a subject in 1981 despite having produced some outstanding Maori graduates such as Sir Peter Buck. It was only with the production of the Te Whanake textbooks and resources that a comprehensive series designed to teach Maori as a second language to adults has become available. Prior to the production of these resources the material available for teaching Maori language to adults was limited to a few grammar textbooks, the best of which was Bruce Biggs� Let�s Learn Maori. Other textbooks available were designed for teaching the language to children, the most notable of which are the more advanced textbook by Timoti Karetu called Te Reo Rangatira. There were no Maori language textbooks designed for developing the receptive and productive skills of adult learners of Maori. Some European languages such as English, French, Spanish and German have a variety of helpful and well designed textbooks and accompanying resources for adult foreign language learners. Maori had no such resources. The Te Whanake series provides the basis for a structured Maori language programme from beginner level through to the advanced learner of Maori. While further resources will continue to be added to the series, with the publication in 1996 of Te Whanake 4 Te Kohure and its set of six videotapes there is finally a comprehensive set of resources for teaching Maori to adults.

The research described in this thesis examines indigenous language usage in a digital library environment that has been accessed via the Internet. By examining discretionary use of the Māori Niupepa and Hawaiian Nūpepa digital libraries this research investigates how indigenous languages were used in these electronic environments in 2005. The results provide encouragement and optimism to people who are striving to retain, revitalise and develop the use of indigenous languages in information technologies. The Transaction Log Analysis (TLA) methods used in this research serve as an example of how web logs can be used to provide significant information about language usage in a bilingual online information system. Combining the TLA with user feedback has provided insights into how and why clients use indigenous languages in their information retrieval activities. These insights in turn, show good practice that is relevant not only to those working with indigenous languages, indigenous peoples or multilingual environments, but to all information technology designers who strive for universal usability. This thesis begins by describing the importance of using indigenous languages in electronic environments and suggests that digital libraries can provide an environment to support and encourage the use of such languages. TLA is explained in the context of this study and is then used to analyse aspects of te reo Māori usage in the Niupepa digital library environment in 2005. TLA also indicates that te reo Māori was used by international clients and this usage differed to te reo Māori usage by national (Aotearoa) clients. Findings further reveal that the default language setting of the Niupepa digital library had a considerable impact on te reo Māori usage. When the default language was set to te reo Māori not only were there more requests in te reo Māori but there was also a higher usage of te reo Māori in the information retrieval activities. TLA of the Hawaiian Nūpepa digital library indicated that the Hawaiian language was also used in a digital library. These results confirm that indigenous languages were used in digital library environments. Feedback from clients suggests reasons why indigenous languages were used in this environment. These reasons include the indigenous language content of the digital library, the indigenous language default language setting of the digital library and a stated desire by the clients to use the indigenous language. The key findings raise some interface design issues and support the claim that digital libraries can provide an environment to support the use of indigenous languages.

A multidisciplinary approach that involves language universals, linguistic discourse analysis and computer information technology are combined to support the descriptive nature of this research dissertation. Utilising comparative methods to determine rudimentary language structures which reflect both the scientific and historic parameters that are embedded in all languages. From a hypothesis to the proof of concept, a multitude of computer applications have been used to test these language models, templates and frameworks. To encapsulate this entire approach, it is best described as "designing then building the theoretical, experimental, and practical projects that form the structural network of the Maori language system". The focus on methods for integrating the language is to investigate shared characteristics between Maori and New Zealand English. This has provided a complete methodology for a bilingual based system. A system with text and speech for language generation and classification. This approach has looked at existing computational linguistic and information processing techniques for the analysis of each language�s phenomena; where data from basic units to higher-order linguistic knowledge has been analysed in terms of their characteristics for similar and/or dissimilar features. The notion that some language units can have similar acoustic sounds, structures or even meanings in other languages is plausible. How these are identified was the key concept to building an integrated language system. This research has permitted further examination into developing a new series of phonological and lexical self organising maps of Maori. Using phoneme and word maps spatially organised around lower to higher order concepts such as �sounds like�. To facilitate the high demands placed on very large data stores, the further development of the speech database management system containing phonological, phonetic, lexical, semantic, and other language frameworks was also developed. This database has helped to examine how effectively Maori has been fully integrated into an existing English framework. The bilingual system will allow full interaction with a computer-based speech architecture. This will contribute to the existing knowledge being constructed by the many different disciplines associated with languages; naturally or artificially derived. Evolving connectionist systems are new tools that are trained in an unsupervised manner to be both adaptable and flexible. This hybrid approach is an improvement on past methods in the development of more effective and efficient ways for solving applied problems for speech data analysis, classification, rule extraction, information retrieval and knowledge acquisition. A preliminary study will apply bilingual data to an �evolving clustering method� algorithm that returns a structure containing acoustic clusters plotted using visualisation techniques. In the true practical sense, the complete bilingual system has had a bi-directional approach. Both languages have undergone similar data analysis, language modelling, data access, text and speech processing, and human-computer network interface interaction.

A multidisciplinary approach that involves language universals, linguistic discourse analysis and computer information technology are combined to support the descriptive nature of this research dissertation. Utilising comparative methods to determine rudimentary language structures which reflect both the scientific and historic parameters that are embedded in all languages. From a hypothesis to the proof of concept, a multitude of computer applications have been used to test these language models, templates and frameworks. To encapsulate this entire approach, it is best described as "designing then building the theoretical, experimental, and practical projects that form the structural network of the Maori language system". The focus on methods for integrating the language is to investigate shared characteristics between Maori and New Zealand English. This has provided a complete methodology for a bilingual based system. A system with text and speech for language generation and classification. This approach has looked at existing computational linguistic and information processing techniques for the analysis of each language�s phenomena; where data from basic units to higher-order linguistic knowledge has been analysed in terms of their characteristics for similar and/or dissimilar features. The notion that some language units can have similar acoustic sounds, structures or even meanings in other languages is plausible. How these are identified was the key concept to building an integrated language system. This research has permitted further examination into developing a new series of phonological and lexical self organising maps of Maori. Using phoneme and word maps spatially organised around lower to higher order concepts such as �sounds like�. To facilitate the high demands placed on very large data stores, the further development of the speech database management system containing phonological, phonetic, lexical, semantic, and other language frameworks was also developed. This database has helped to examine how effectively Maori has been fully integrated into an existing English framework. The bilingual system will allow full interaction with a computer-based speech architecture. This will contribute to the existing knowledge being constructed by the many different disciplines associated with languages; naturally or artificially derived. Evolving connectionist systems are new tools that are trained in an unsupervised manner to be both adaptable and flexible. This hybrid approach is an improvement on past methods in the development of more effective and efficient ways for solving applied problems for speech data analysis, classification, rule extraction, information retrieval and knowledge acquisition. A preliminary study will apply bilingual data to an �evolving clustering method� algorithm that returns a structure containing acoustic clusters plotted using visualisation techniques. In the true practical sense, the complete bilingual system has had a bi-directional approach. Both languages have undergone similar data analysis, language modelling, data access, text and speech processing, and human-computer network interface interaction.

The quality of the processes involved in language regeneration strategy formation is critical to the creation of an effective language regeneration strategy and this, in turn, is critical to the achievement of successful language regeneration outcomes. The overall aim of this research project was to evaluate, using a range of effectiveness criteria, the processes involved in the creation of a marae-based te reo Māori regeneration strategy in the hope that others involved in similar projects in the future would benefit and in the hope that the Whakamārama whānau will themselves derive benefit from it in reviewing what has already been achieved. In Chapter 1, the background to the research project and its rationale are outlined and the research questions and research methods are introduced. Chapter 2 provides a critical review of selected literature in the area of strategic planning aspects of language regeneration and relevant aspects of mātauranga Māori. Using an ethnographic approach, the processes and immediate outcomes (in terms of a survey report and a regeneration plan for Whakamārama marae) of the language regeneration project are outlined in Chapter 3. In Chapter 4, effectiveness criteria are derived on the basis of the literature review in Chapter 2. These include criteria relating to leadership, participation, Kaupapa Māori values, environmental analysis and outcomes. The criteria are then applied to the analysis and evaluation of the processes and outcomes outlined in Chapter 3 in order to identify their strengths and weaknesses. The overall conclusion is that Whakamārama's language regeneration activities to date can be regarded as successful in many ways, including the fact that they have resulted in the production of high quality documentation that is widely appreciated by the whānau in the form of a maraebased language survey and a marae-based te reo Māori regeneration plan. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination, in addition to the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which resulted in a build up of work at a number of stages. This, in turn, lead to delays in producing outcomes and some loss of momentum. It also led, indirectly, to the views of two or three members of the core group being overrepresented in the reo plan goals. The information and analysis provided here have relevance to any language community involved in micro-level language regeneration activities of a similar type. It is hoped therefore that this thesis may help others to not only avoid the problems experienced by the Whakamārama whānau but also to benefit from their successes.