Exploring the Role of Identity in Māori Heritage Language Learner Motivations

Awanui Te Huia

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Multilingual Education and Policy EFL/ESL Teaching and Learning Linguistic and Sociocultural Studies

Abstract

Substantially less is known about the motivations of indigenous heritage language learners than the motivations of learners of colonial languages. This study explores the motivations of Māori indigenous New Zealanders and the identity-related motivations they have for learning their heritage language. Interviews with 19 Māori language learners revealed that identity was a central motivation for both initiating the task of language learning and sustaining the behaviour. Rather than applying intrinsic/extrinsic dichotomies to understand Māori motivations, a relational framework was articulated. Māori, who are described as relationally oriented, were commonly motivated to learn the language as a means of building relationships with others in their cultural ingroup. There were also expectations that Māori were able to perform cultural roles using the language. This study confirmed that the pressures on indigenous learners to maintain a language for cultural continuation are quite separate from the motivations of learners of colonial languages.

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References

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