<I>

  <&>Wellington Corpus of Spoken New Zealand English Version One</&>
  <&>Copyright 1998 School of Linguistics & Applied Language Studies</&>
  <&>Victoria University of Wellington</&>

  <&>side one</&>
  <&>0:04</&>
  

  <WSC#DPC329:0005:BH>
      okay policy <,,>

  <WSC#DPC329:0010:BH>
      we're going to do the total immersion first eh before we even go
      onto the er bilingual

  <WSC#DPC329:0015:AN>
      <?>yeah</?> okay

  <WSC#DPC329:0020:BH>
      okay <,>

  <WSC#DPC329:0025:BH>
      are we going to get follow it through the same way as we do
      other policies or are we going to um you know just put the ideas
      down

  <WSC#DPC329:0030:AN>
      <,,> oh just some ideas down for a start i suppose

  <WSC#DPC329:0035:BH>
      okay <,>

  <WSC#DPC329:0040:BH>
      well you know remember when we were talking about that whole
      idea of <indig=Maori>kaupapa</indig=Maori> for er total
      immersion and we ended up after all that you know ages and ages
      of of discussion we ended up with with the <indig=Maori>kaupapa</indig=Maori>

  <WSC#DPC329:0045:BH>
      and what was that <,>

  <WSC#DPC329:0050:BH>
      it was just um that at the end of the the time that <&>1:00</&>
      the students are at <&>sighs</&> at this school that they will
      be

  <WSC#DPC329:0055:AN>
      <O>tut</O> learnt in maori academically able <,,><&>5</&> um
      <,,><&>4</&>

  <WSC#DPC329:0060:BH>
      we're going <.>t</.> <.>in</.> because really i <.>s</.> you
      know the end of that entire time we ended up by saying something
      like um you know the <indig=Maori>kaupapa</indig=Maori> of the
      of the whole class was that they be fluent sorry they be <{><[>did
      we say they'd be fluent speakers</[>

  <WSC#DPC329:0065:AN>
      <[><?>well on the way</?></[></{> well on the way to to becoming
      fluent speakers of maori <,,>

  <WSC#DPC329:0070:BH>
      i was wondering about whether we said that they <.>b</.> they be
      bilingual or or whatever <,>

  <WSC#DPC329:0075:BH>
      but it it was fluency was it <,,> <&>2:00</&>

  <WSC#DPC329:0080:AN>
      fluency yeah

  <WSC#DPC329:0085:AN>
      you know <{><[>they're</[> well on the way to becoming fluent

  <WSC#DPC329:0090:AN>
      but at the end of it or way you know a long way down the track
      that um they be bilingual and as we saw bilingual um <,,>

  <WSC#DPC329:0095:AN>
      we had a different concept of bilingualism from anybody else
      didn't we

  <WSC#DPC329:0100:AN>
      i mean our idea of er being bilingual was that they could

  <WSC#DPC329:0105:BH>
      <[>mm</[></{>

  <WSC#DPC329:0110:BH>
      mm converse in both languages <latch>

  <WSC#DPC329:0115:AN>
      converse in in both <{><[>languages</[>

  <WSC#DPC329:0120:BH>
      <[>read and write</[></{> in both languages <latch> read and
      write in in both languages mm <,,><&>11</&>

  <WSC#DPC329:0125:BH>
      with you know following along the line of of the other policies
      that we we've written we usually start off with that rationale
      and then <&>3:00</&> we have a purpose for the policy and we
      follow on with the guidelines

  <WSC#DPC329:0130:BH>
      now we could <.>p</.> pretty much put it into <latch>

  <WSC#DPC329:0135:AN>
      mm <{><[>mm</[>

  <WSC#DPC329:0140:BH>
      <[><?>you know</?> that</[></{> kind of er <,>

  <WSC#DPC329:0145:BH>
      so our rationale for having a total immersion class <,,><&>3</&>

  <WSC#DPC329:0150:AN>
      it's <,> i mean it's something that the parents wanted too
      wasn't it

  <WSC#DPC329:0155:BH>
      yep yep and <{><[>we worked to follow through</[>

  <WSC#DPC329:0160:AN>
      <[>it was a <.>r</.> a request</[></{> from <latch>

  <WSC#DPC329:0165:BH>
      yeah <latch> from the parents because um <,,><&>3</&>

  <WSC#DPC329:0170:BH>
      should have put that up <{1><[1>i i</[1> should just keep that
      that note though so that we've got it there request <,>

  <WSC#DPC329:0175:BH>
      well it wasn't only a request it was a demand really <{2><[2>wasn't</[2>

  <WSC#DPC329:0180:AN>
      <[1>yeah</[1></{1>

  <WSC#DPC329:0185:AN>
      <[2>well it was</[2></{2>

  <WSC#DPC329:0190:AN>
      it really turned into a demand didn't it because

  <WSC#DPC329:0195:AN>
      i mean as they saw it at the time um before jenny came there was
      all this er messing around down there where the children
      <&>4:00</&> were really only getting two hours of maori a day

  <WSC#DPC329:0200:AN>
      and they decided that they wanted more than that

  <WSC#DPC329:0205:AN>
      so they they demanded that the children have this have more
      maori and that a class be set up where the um all the learning
      was in <,> in maori

  <WSC#DPC329:0210:AN>
      <O>voc</O> what is that

  <WSC#DPC329:0215:AN>
      oh yes <,,><&>3</&>

  <WSC#DPC329:0220:AN>
      what about pakeha we don't teach <,,>

  <WSC#DPC329:0225:AN>
      illiterate

  <WSC#DPC329:0230:AN>
      oh what was that one

  <WSC#DPC329:0235:XX>
      <O>coughs</O> <,>

  <WSC#DPC329:0240:XX>
      we've put down there <.>b</.> to be biliterate eh

  <WSC#DPC329:0245:XX>
      be able to read and write in both languages

  <WSC#DPC329:0250:BH>
      mm <latch>

  <WSC#DPC329:0255:XX>
      but we don't actually teach the pakeha so how can we be teach
      how can we say that they're going to read and write in both
      languages <&>5:00</&>

  <WSC#DPC329:0260:AN>
      oh <{><[>yeah</[>

  <WSC#DPC329:0265:BH>
      <[>well that's</[>

  <WSC#DPC329:0270:XX>
      <[>although</[></{> although it's not in it's um <,,>

  <WSC#DPC329:0275:XX>
      you know what

  <WSC#DPC329:0280:XX>
      i mean i mean <.>y</.> we don't we don't teach them to read and
      write <?>and that</?> so how can we <.>s</.> assure because they
      do that all in their own time you know

  <WSC#DPC329:0285:XX>
      it's all on their own back

  <WSC#DPC329:0290:XX>
      so we can't really say that they'll be biliterate in both
      languages when we don't teach one or the other

  <WSC#DPC329:0295:XX>
      we can't really we don't test them on either we just <,> you
      know

  <WSC#DPC329:0300:BH>
      no <{><[>well we we</[> don't

  <WSC#DPC329:0305:BH>
      but on the other side too it's really the fact that they are
      able to use the skills of reading in english <latch>

  <WSC#DPC329:0310:XX>
      <[>how can you get around that</[></{>

  <WSC#DPC329:0315:AN>
      <{1><[1><?>that's right we transfer all those</?></[1> transfer
      all those skills into <{2><[2>learning</[2> the english <latch>

  <WSC#DPC329:0320:XX>
      <[1>if we can clarify that</[1></{1>

  <WSC#DPC329:0325:BH>
      <[2>yeah</[2></{2>

  <WSC#DPC329:0330:BH>
      and they <latch>

  <WSC#DPC329:0335:AN>
      and they <?>will</?> <{><[>find <unclear>word</unclear></[>

  <WSC#DPC329:0340:XX>
      <[>that could</[></{> be in the rationale part or you know
      <latch>

  <WSC#DPC329:0345:BH>
      and and because they're taught to read in maori anyway

  <WSC#DPC329:0350:BH>
      that's the first step of it and the fact that they have that
      ability to read they catch it from the dominant language which
      <&>6:00</&> is all out there <{><[>anyway</[>

  <WSC#DPC329:0355:BH>
      um but that's right we actually don't test

  <WSC#DPC329:0360:BH>
      well we do in a way don't we really because <.>w</.> when you
      think about what um sarah does for you know <drawls>for</drawls>
      <latch>

  <WSC#DPC329:0365:AN>
      <[>mm</[></{>

  <WSC#DPC329:0370:AN>
      what she did with <{><[>rewi</[> yes

  <WSC#DPC329:0375:BH>
      <[>rewi</[></{>

  <WSC#DPC329:0380:BH>
      that that's a real possibility <{><[>too</[> if we wanted to to
      sample the kids <,>

  <WSC#DPC329:0385:AN>
      <[>mm</[></{>

  <WSC#DPC329:0390:AN>
      later on yes

  <WSC#DPC329:0395:AN>
      oh i might just use that with lucy

  <WSC#DPC329:0400:AN>
      <{><[>see</[> how she <latch>

  <WSC#DPC329:0405:BH>
      <[>yeah</[></{>

  <WSC#DPC329:0410:BH>
      cos i i think you could even sample hone

  <WSC#DPC329:0415:BH>
      i think sampling hone would would <latch>

  <WSC#DPC329:0420:AN>
      hemi would be a good one <{><[>yes</[>

  <WSC#DPC329:0425:BH>
      <[>yeah</[></{> would be fine

  <WSC#DPC329:0430:XX>
      he was doing it at six

  <WSC#DPC329:0435:AN>
      mm <latch>

  <WSC#DPC329:0440:BH>
      yes with and both languages there as well so you know possibly
      we could do the <&>five second pause while AN checks the
      microphone</&>

  <WSC#DPC329:0445:XX>
      <indig=Maori><unclear>word</unclear></indig=Maori>

  <WSC#DPC329:0450:AN>
      <indig=Maori>kao kei te haere</indig=Maori>

  <WSC#DPC329:0455:BH>
      <indig=Maori>oh kei te haere?</indig=Maori>

  <WSC#DPC329:0460:XX>
      <O>laughs</O> <&>7:00</&> <,,><&>8</&>

  <WSC#DPC329:0465:??>
      while we're up <,> get it open <,,><&>4</&>

  <WSC#DPC329:0470:AN>
      <indig=Maori>kei hea te pikitia mo tenei o konei</indig=Maori>

  <WSC#DPC329:0475:??>
      <indig=Maori>o pirangi au nga pepa</indig=Maori> <,> <?>oh all
      right if you are too</?> i want to

  <WSC#DPC329:0480:AN>
      so our rationale we've got as far as parents demanding it

  <WSC#DPC329:0485:BH>
      mm

  <WSC#DPC329:0490:AN>
      demand well demanding the <{><[>total immersion</[>

  <WSC#DPC329:0495:BH>
      <[>we could look at that in that</[></{> whole sort of global
      thing about the the desire to revitalise the language and keep
      it going and and as a consequence the parents are you know
      <unclear>word</unclear> and that's how they felt really <{><[>not
      necessarily</[> to revitalise the <indig=Maori>te reo</indig=Maori>
      per se

  <WSC#DPC329:0500:BH>
      but it's more time to get something that they missed out on
      really

  <WSC#DPC329:0505:AN>
      <[>mm</[></{>

  <WSC#DPC329:0510:AN>
      well yes for a lot of them that's what it was

  <WSC#DPC329:0515:AN>
      i <&>8:00</&> mean er <,,>

  <WSC#DPC329:0520:AN>
      helen kept saying you know when i was having all that problem
      with mark saying i don't want to learn maori and helen had a
      think about it and she said well she felt sure that <,,> her
      grandmother would have been so pleased to know that the children
      were were learning maori

  <WSC#DPC329:0525:AN>
      so in spite of the fact that there was all this negativity going
      on she stuck with it and er because she thought that that was
      the right thing to do

  <WSC#DPC329:0530:AN>
      and now of course mark is just so comfortable being able to
      speak maori and knowing that he is maori

  <WSC#DPC329:0535:AN>
      there there's just there's just no negative feelings there
      anymore <&>9:00</&> on unlike the way he was when i first
      started in the class

  <WSC#DPC329:0540:AN>
      now mark just you know um <,,> speaks maori

  <WSC#DPC329:0545:AN>
      english

  <WSC#DPC329:0550:AN>
      he knows who to speak maori with

  <WSC#DPC329:0555:AN>
      he knows who he's he can speak english with and that's that
      whole comfortable feeling that he has about being maori and
      speaking maori and being comfortable with the <indig=Maori>tikanga</indig=Maori>
      and and all that sort of thing

  <WSC#DPC329:0560:AN>
      i suppose that's something else that the parents wanted too for
      their children well that particular parent and i guess the other
      ones too <,,>

  <WSC#DPC329:0565:BH>
      so they wanted <indig=Maori>te reo</indig=Maori>

  <WSC#DPC329:0570:AN>
      they wanted <indig=Maori>te reo</indig=Maori>

  <WSC#DPC329:0575:AN>
      they <{><[>wanted</[> <indig=Maori>tikanga</indig=Maori>

  <WSC#DPC329:0580:AN>
      they wanted the <&>10:00</&> <indig=Maori>ngakau maori</indig=Maori>
      and er the <indig=Maori>wairua maori</indig=Maori> <,,><&>5</&>

  <WSC#DPC329:0585:BH>
      <[><indig=Maori>tikanga</indig=Maori></[></{>

  <WSC#DPC329:0590:BH>
      they wanted um they also wanted the curriculum that every other
      child has as well don't <{><[>they didn't they okay</[>

  <WSC#DPC329:0595:AN>
      <[>that's right yes</[></{> they didn't want their children
      missing out on any of <{1><[1>those</[1> sorts of things

  <WSC#DPC329:0600:AN>
      although they they weren't too sure about they weren't too <{2><[2>sure
      about yeah mm</[2>

  <WSC#DPC329:0605:BH>
      <[1>yeah</[1></{1>

  <WSC#DPC329:0610:BH>
      <[2>what it was

  <WSC#DPC329:0615:BH>
      yeah</[2></{2> yeah they weren't too sure about that <{><[>at
      all</[>

  <WSC#DPC329:0620:AN>
      <[>that's right</[></{>

  <WSC#DPC329:0625:AN>
      but there were one or two things that they had reservations
      about like um they didn't they thought at first that they didn't
      want the children going to assembly because there was too much
      too much <{><[>english</[>

  <WSC#DPC329:0630:BH>
      <[>isn't it amazing</[></{> eh

  <WSC#DPC329:0635:BH>
      now that we look back over those <{1><[1>years</[1> how the
      things have sort of just <{2><[2>dissipated</[2> and calmed down
      <{3><[3>a lot</[3>

  <WSC#DPC329:0640:BH>
      i was even thinking about mark with helen as well because i i
      remember at the end of last year she was hellbent on taking
      <&>11:00</&> him to parliament if there wasn't <O>tut</O> you
      know the the teacher to take him at at er south wellington

  <WSC#DPC329:0645:BH>
      but when she looked at her boy and how happy he was to be going
      <{4><[4>to be going to be going to this school</[4> and how
      pleased he was with his uniform she stepped back and thought of
      him <latch>

  <WSC#DPC329:0650:AN>
      <[1>that's right</[1></{1>

  <WSC#DPC329:0655:AN>
      <[2>yes</[2></{2>

  <WSC#DPC329:0660:AN>
      <[3>mm</[3></{3>

  <WSC#DPC329:0665:AN>
      <[4>mm <,> mm</[4></{4>

  <WSC#DPC329:0670:AN>
      mm <latch> and said you know i'll let my boy <{1><[1>go</[1>

  <WSC#DPC329:0675:BH>
      i mean she's going to pester the hell out of him of course <{2><[2>because</[2>
      that's that's the way she is

  <WSC#DPC329:0680:BH>
      but at the same time she stepped back

  <WSC#DPC329:0685:BH>
      now i can remember when we were you know first in the first
      throws of this total immersion class how it was just hellbent

  <WSC#DPC329:0690:BH>
      <{3><[3>you know</[3> there was totally black or white

  <WSC#DPC329:0695:BH>
      there was no <{4><[4>greys</[4> in between them or any
      possibilities

  <WSC#DPC329:0700:BH>
      <{5><[5>so i</[5> you know i think they they've matured in a lot
      of ways <latch>

  <WSC#DPC329:0705:AN>
      <[1>mm</[1></{1>

  <WSC#DPC329:0710:AN>
      <[2>yes</[2></{2>

  <WSC#DPC329:0715:AN>
      <[3>that's right</[3></{3>

  <WSC#DPC329:0720:AN>
      <[4>mm</[4></{4>

  <WSC#DPC329:0725:AN>
      <[5>mm</[5></{5>

  <WSC#DPC329:0730:AN>
      they have yes

  <WSC#DPC329:0735:AN>
      it's been a learning curve for all of them

  <WSC#DPC329:0740:AN>
      cos i know she was one of the ones who stopped me taking the
      children to the to the school library <latch>

  <WSC#DPC329:0745:BH>
      mm <latch>

  <WSC#DPC329:0750:AN>
      she didn't want the children to go to the school library because
      there weren't er <{><[>there weren't any</[> maori books <latch>

  <WSC#DPC329:0755:BH>
      <[>any maori books</[></{>

  <WSC#DPC329:0760:BH>
      mm <latch>

  <WSC#DPC329:0765:AN>
      and she didn't want them <&>12:00</&> exposed <drawls>to</drawls>
      english text english hearing english language er <{><[><?>for
      that reason <.>t</.></?></[>

  <WSC#DPC329:0770:BH>
      <[>rather than</[></{> looking at the fact that maybe the part
      of our job is to actually promote the the <{1><[1>maori</[1>
      books and actually <{2><[2>make sure</[2> that the library has
      more of those so that the children do want to go <latch>

  <WSC#DPC329:0775:AN>
      <[1>mm</[1></{1>

  <WSC#DPC329:0780:AN>
      <[2>yeah</[2></{2>

  <WSC#DPC329:0785:AN>
      yes <latch>

  <WSC#DPC329:0790:BH>
      and er and also you know i think inadvertently that they've
      realised with some of the kids how they've come with with er NO
      maori language background actually because their parents have
      little or no maori <{1><[1>and how</[1> they've actually
      survived really really well <{2><[2>and i think</[2> that sort
      of opened their eyes a lot

  <WSC#DPC329:0795:AN>
      <[1>actually</[1></{1>

  <WSC#DPC329:0800:AN>
      <[2>mm</[2></{2>

  <WSC#DPC329:0805:AN>
      well she she she made that point at one of our <indig=Maori>whanau</indig=Maori>
      meeting not the last one but the one before um

  <WSC#DPC329:0810:AN>
      she was saying she was telling the meeting that she found at one
      of the <indig=Maori>whanau hui</indig=Maori> at <?>swiss</?>
      that some of the children there who speak the most <&>13:00</&>
      maori who speak maori consistently are the children whose
      parents can't help them <{><[>and they're</[> the ones who are
      making the best progress <latch>

  <WSC#DPC329:0815:BH>
      <[>aha</[></{>

  <WSC#DPC329:0820:BH>
      and making a real effort <{><[>mm</[>

  <WSC#DPC329:0825:AN>
      <[>yes</[></{> so she said well you know she said however for
      her it's been um a learning thing because she was thinking also
      of when they started the total immersion class here they banned
      all those other children <{1><[1>and</[1> she particularly
      mentioned carol <{2><[2>er</[2> expelling carol from the <latch>

  <WSC#DPC329:0830:BH>
      <[1>mm</[1></{1>

  <WSC#DPC329:0835:BH>
      <[2>yep</[2></{2>

  <WSC#DPC329:0840:BH>
      yes <latch> from the class <latch>

  <WSC#DPC329:0845:BH>
      yes <latch>

  <WSC#DPC329:0850:AN>
      and she said looking back now that was a bad thing <{><[>to do</[>

  <WSC#DPC329:0855:BH>
      <[>yes oh</[></{> i'm pleased about that <latch>

  <WSC#DPC329:0860:AN>
      yes

  <WSC#DPC329:0865:AN>
      <{1><[1>and i</[1> i always said at the time that they <{2><[2>did
      the</[2> wrong <{3><[3>thing</[3>

  <WSC#DPC329:0870:AN>
      but they were you know like you say <latch>

  <WSC#DPC329:0875:BH>
      <[1><unclear>word</unclear></[1></{1>

  <WSC#DPC329:0880:BH>
      <[2>yes</[2></{2>

  <WSC#DPC329:0885:BH>
      <[3>yes</[3></{3>

  <WSC#DPC329:0890:BH>
      mm <latch>

  <WSC#DPC329:0895:AN>
      all they saw was black everything was black or it was white
      <latch>

  <WSC#DPC329:0900:BH>
      mhm <latch>

  <WSC#DPC329:0905:AN>
      there were no grey areas <latch>

  <WSC#DPC329:0910:BH>
      no <latch> and and that was it and <latch>

  <WSC#DPC329:0915:BH>
      and <&>14:00</&> and you know even later on when they sort of
      calmed down a little bit and and we were talking about the
      possibility of asking carol to come back into the class

  <WSC#DPC329:0920:BH>
      well <{><[>of course</[> carol had been you know moved out once
      <latch>

  <WSC#DPC329:0925:AN>
      <[>mm</[></{>

  <WSC#DPC329:0930:AN>
      yeah <latch>

  <WSC#DPC329:0935:BH>
      she wasn't going to let that happen to herself again and neither
      did her mother <latch>

  <WSC#DPC329:0940:AN>
      mm <latch>

  <WSC#DPC329:0945:BH>
      and um you know the there are little things that happened in in
      the past that i start to think oh gosh i'm a little ashamed of
      those things

  <WSC#DPC329:0950:BH>
      <{><[>i mean</[> they weren't of our making but still in all
      <latch>

  <WSC#DPC329:0955:AN>
      <[>mm</[></{>

  <WSC#DPC329:0960:AN>
      mm <latch> they would impact on the situation

  <WSC#DPC329:0965:BH>
      but you know the the maturity that's come through since then the
      um the tolerance <{1><[1>that's</[1> definitely there <{2><[2>um
      the</[2> to support people who need support <latch>

  <WSC#DPC329:0970:AN>
      <[1>yeah</[1></{1>

  <WSC#DPC329:0975:AN>
      <[2>exactly</[2></{2>

  <WSC#DPC329:0980:AN>
      mm <latch>

  <WSC#DPC329:0985:BH>
      and so oh i think i think it's actually really come full circle
      <latch>

  <WSC#DPC329:0990:AN>
      they've grown with that haven't they

  <WSC#DPC329:0995:AN>
      they've they've really matured a lot since those days

  <WSC#DPC329:1000:AN>
      well certainly she has because i <&>15:00</&> haven't had too
      much feedback from the others

  <WSC#DPC329:1005:AN>
      oh i don't suppose those others have have learnt i don't know
      whether they've learnt anything from from <{><[>past experiences</[>

  <WSC#DPC329:1010:BH>
      <[>and and and</[></{> they're probably not um as analytical as
      as helen is

  <WSC#DPC329:1015:AN>
      no because i think she sat down and deliberately <{1><[1>thought
      about those sorts</[1> of things when mark started at at <&>name
      of school</&> and she <{2><[2>just</[2> looked back over the all
      the years <{3><[3>that</[3> she'd been involved with total
      immersion <{4><[4>and then</[4> stepping back and and thinking
      well am i doing it for me or am i doing it for my child <latch>

  <WSC#DPC329:1020:BH>
      <[1>thought it through mm</[1></{1>

  <WSC#DPC329:1025:BH>
      <[2>mm</[2></{2>

  <WSC#DPC329:1030:BH>
      <[3>mm</[3></{3>

  <WSC#DPC329:1035:BH>
      <[4>i think so</[4></{4>

  <WSC#DPC329:1040:BH>
      mm <latch>

  <WSC#DPC329:1045:AN>
      and then decided well it the child was important so she'll let
      things go as they were at the beginning of the year instead of
      taking mark to parliament buildings and <{1><[1>sitting</[1>
      outside lockwood smith's <,> <{2><[2>door</[2>

  <WSC#DPC329:1050:BH>
      <[1>mm</[1></{1> <&>16:00</&>

  <WSC#DPC329:1055:BH>
      <[2>on the other side</[2></{2> of it though she's actually
      thought it through to the other end in saying well the way that
      i'm going to change everything of course is to get on to the
      board of trustees

  <WSC#DPC329:1060:BH>
      <{><[>and that's</[> what i aim to do <latch>

  <WSC#DPC329:1065:AN>
      <[>yes</[></{>

  <WSC#DPC329:1070:AN>
      mm <latch>

  <WSC#DPC329:1075:BH>
      which is great which will be good to push you know the whole
      whole process along so that she can then er get in there <latch>

  <WSC#DPC329:1080:AN>
      mm <latch> and start pushing for change

  <WSC#DPC329:1085:AN>
      <?>gee</?> that's another change of heart for helen too because
      she said well i'm tired of fighting <{><[>i'm</[> not going to
      fight any more <latch>

  <WSC#DPC329:1090:BH>
      <[>mm</[></{>

  <WSC#DPC329:1095:BH>
      yes <latch>

  <WSC#DPC329:1100:AN>
      but now you see she's decided that oh yes it's worth fighting
      for so i'm going to get myself onto the board of trustees and
      make changes from my position as a as a board of trustee member

  <WSC#DPC329:1105:BH>
      <O>tut</O> you know when we were looking about um what the
      parents want

  <WSC#DPC329:1110:BH>
      they wanted <indig=Maori>te reo</indig=Maori>

  <WSC#DPC329:1115:BH>
      they wanted <indig=Maori>tikanga</indig=Maori>

  <WSC#DPC329:1120:BH>
      they wanted <indig=Maori>ngakau maori</indig=Maori> they wanted
      <indig=Maori>wairua maori</indig=Maori>

  <WSC#DPC329:1125:BH>
      they wanted curriculum

  <WSC#DPC329:1130:BH>
      they also wanted

  <WSC#DPC329:1135:BH>
      i was trying to think how how we can say they wanted curriculum
      <&>17:00</&> from a maori perspective <,>

  <WSC#DPC329:1140:BH>
      or they wanted the maori perspective put into the curriculum

  <WSC#DPC329:1145:AN>
      mm

  <WSC#DPC329:1150:BH>
      which is it

  <WSC#DPC329:1155:BH>
      they wanted <,> the maori perspective put into <latch>

  <WSC#DPC329:1160:AN>
      put into the curriculum <{><[>yes</[>

  <WSC#DPC329:1165:BH>
      <[>yeah</[></{> <,,><&>4</&>

  <WSC#DPC329:1170:AN>
      which is what we've tried to do all the way along <latch>

  <WSC#DPC329:1175:BH>
      mm <latch>

  <WSC#DPC329:1180:AN>
      in you know in everything that we do <,,><&>4</&>

  <WSC#DPC329:1185:BH>
      so in in this um say for instance we're looking at the purpose
      of the um of the policy <,,>

  <WSC#DPC329:1190:BH>
      because all of that i think should be in the rationale as to WHY
      the class is necessary <latch>

  <WSC#DPC329:1195:AN>
      mm <latch>

  <WSC#DPC329:1200:BH>
      you know even to the the revitalisation of of of <indig=Maori>te
      <{><[>reo maori</[></indig=Maori>

  <WSC#DPC329:1205:AN>
      <[>of</[></{> <indig=Maori>te reo maori</indig=Maori>
      <&>18:00</&> <,,><&>12</&>

  <WSC#DPC329:1210:BH>
      yep we could do THAT

  <WSC#DPC329:1215:AN>
      yeah

  <WSC#DPC329:1220:BH>
      and then bring in all these other things underneath er that
      revitalisation

  <WSC#DPC329:1225:BH>
      the purpose of the policy is really to <,,><&>4</&>

  <WSC#DPC329:1230:BH>
      er that's quite difficult isn't it to

  <WSC#DPC329:1235:BH>
      the purpose of the policy is it to make plain to people er
      <,,><&>4</&> WHY it's necessary to <.>ha</.> have a total
      immersion class <,,><&>5</&>

  <WSC#DPC329:1240:AN>
      <{><[>um</[>

  <WSC#DPC329:1245:BH>
      <[>or is is</[></{> the purpose of the policy to actually say um
      how it operates

  <WSC#DPC329:1250:BH>
      why are we just really putting up a <?>recitation</?> on on
      really <&>19:00</&> what the total immersion class is all about
      <,>

  <WSC#DPC329:1255:BH>
      and it's not meant to be sliced into those different kinds of
      <,,><&>6</&>

  <WSC#DPC329:1260:AN>
      no i don't think you <.>can</.> <,>

  <WSC#DPC329:1265:AN>
      i think it's it's for all of those <,,> for all of those reasons
      that we've <,> we've just talked about

  <WSC#DPC329:1270:BH>
      so we perhaps we should do it more of a rather than a policy we
      should really do a description of of the whole thing and what
      what happens and what it entails and who's <.>in</.> who's
      involved in it and that it's operated by a <indig=Maori>whanau</indig=Maori>
      and that the <indig=Maori>whanau</indig=Maori> is um the parent
      group and they meet once a <.>mon</.> all of that detail stuff
      <latch>

  <WSC#DPC329:1275:AN>
      yes <latch> that is not necessarily in every policy really

  <WSC#DPC329:1280:BH>
      so maybe that's what we need to put in <,,>

  <WSC#DPC329:1285:BH>
      well <{><[>shall we</[> change our approach and and start
      looking at the fact that um well just just in the er <,> like
      the organisation <,>

  <WSC#DPC329:1290:BH>
      so if we were talking about the organisation of of er
      <indig=Maori>ngati kotahitanga</indig=Maori> we'd need to
      actually start by actually talking about how the name was chosen
      wouldn't we

  <WSC#DPC329:1295:AN>
      <[>well</[></{> <&>20:00</&>

  <WSC#DPC329:1300:AN>
      <O>inhales</O> yes um and we cos at that time kath williams was
      was upstairs too and we were three classrooms sort of down that
      end of of the school and we needed to have a name and we tried
      to get a name from the children but we found that we were having
      to suggest all the <&>21:00</&> words ourselves

  <WSC#DPC329:1305:AN>
      we were saying well what about <indig=Maori>atawhai</indig=Maori>

  <WSC#DPC329:1310:AN>
      what about <indig=Maori>aroha</indig=Maori>

  <WSC#DPC329:1315:AN>
      what about this what about THAT

  <WSC#DPC329:1320:AN>
      and then those were the only they'd say yes yes yes yes yes
      <latch>

  <WSC#DPC329:1325:BH>
      that sounds good <latch>

  <WSC#DPC329:1330:AN>
      mm and then we decided that maybe because we were three
      classrooms together we should have a name that would bind us

  <WSC#DPC329:1335:AN>
      and er and after sort of saying well what do you think

  <WSC#DPC329:1340:AN>
      what could we have

  <WSC#DPC329:1345:AN>
      what should we be called

  <WSC#DPC329:1350:AN>
      we i don't know whether we actually suggested it or whether we
      all arrived at this name at the at the same time we chose
      <indig=Maori>ngati kotahitanga</indig=Maori> because it was
      <&>22:00</&> uniting three classrooms into one <indig=Maori>whanau</indig=Maori>
      <,,>

  <WSC#DPC329:1355:AN>
      and then of course our name was misunderstood <,>

  <WSC#DPC329:1360:AN>
      i was told that <laughs>we were</laughs> presumptuous choosing a
      name like that <latch>

  <WSC#DPC329:1365:BH>
      <?>oh no</?> <{><[><unclear>word</unclear></[>

  <WSC#DPC329:1370:AN>
      <[>because</[></{> <O>laughs</O> <latch>

  <WSC#DPC329:1375:BH>
      why's that

  <WSC#DPC329:1380:AN>
      well i think <indig=Maori>ngati er kotahitanga</indig=Maori> to
      her was the religious <indig=Maori>kotahitanga</indig=Maori>

  <WSC#DPC329:1385:BH>
      oh

  <WSC#DPC329:1390:AN>
      because she said that's cheeky

  <WSC#DPC329:1395:AN>
      i said why

  <WSC#DPC329:1400:AN>
      she said because it just is

  <WSC#DPC329:1405:AN>
      i said but that's how we see ourselves three three classes
      united

  <WSC#DPC329:1410:AN>
      because um because one of the teachers said to me well what does
      your name mean and i said well it's it's three classes joined as
      one <latch>

  <WSC#DPC329:1415:BH>
      mm <latch> <&>23:00</&> to make er to make three classes <{><[>into

  <WSC#DPC329:1420:AN>
      one</[> family <latch>

  <WSC#DPC329:1425:BH>
      <[>to make one family</[></{>

  <WSC#DPC329:1430:BH>
      mm <latch>

  <WSC#DPC329:1435:AN>
      and i said and that's why we named ourselves <indig=Maori>kotahitanga</indig=Maori>

  <WSC#DPC329:1440:AN>
      i said NOT because we were thinking of the religious
      <indig=Maori>kotahitanga</indig=Maori> <latch>

  <WSC#DPC329:1445:BH>
      <?>wonder <{><[>if yeah</?></[>

  <WSC#DPC329:1450:AN>
      <[>and i</[></{> and i <.>s</.> <{><[>and i said</[>

  <WSC#DPC329:1455:BH>
      <[>i wonder where they get</[></{> these ideas from because i
      mean <indig=Maori>kotahitanga</indig=Maori> is <indig=Maori>kotahitanga</indig=Maori>

  <WSC#DPC329:1460:AN>
      well that's how <{><[>WE saw it</[>

  <WSC#DPC329:1465:BH>
      <[>whatever</[></{> because it's <indig=Maori>kotahitanga's</indig=Maori>
      a movement but it's also er a thought process

  <WSC#DPC329:1470:BH>
      it's it's a way you feel about things <{><[>yeah</[>

  <WSC#DPC329:1475:AN>
      <[>but</[></{> i think to her it was a it was the the religious
      er a sort of a <,>

  <WSC#DPC329:1480:BH>
      <indig=Maori>pai marere</indig=Maori>

  <WSC#DPC329:1485:AN>
      yeah i <.>f</.> i i think that's what it was

  <WSC#DPC329:1490:AN>
      she wouldn't say why

  <WSC#DPC329:1495:AN>
      she just said oh you know it's very <{><[>cheeky</[>

  <WSC#DPC329:1500:BH>
      <[>it's a bit cheeky</[></{> <{><[><O>laughs</O></[>

  <WSC#DPC329:1505:AN>
      <[>yes</[></{> and i said oh i don't think so

  <WSC#DPC329:1510:AN>
      i said not not in the the sense that WE've chosen our name

  <WSC#DPC329:1515:BH>
      okay well i'll put <indig=Maori>ngati kotahitanga</indig=Maori>
      the name was chosen to bind the group together into one
      <indig=Maori>whanau</indig=Maori>

  <WSC#DPC329:1520:AN>
      that's <{1><[1>right yes</[1>

  <WSC#DPC329:1525:AN>
      but it didn't it's <.>als</.> we were a little bit jenny and i
      were um we had a very difficult time getting cath to to become
      one of us

  <WSC#DPC329:1530:AN>
      we said <?>that well</?> we'd come together for <indig=Maori>karakia</indig=Maori>
      in the morning and we'd come together for <indig=Maori>karakia</indig=Maori>
      in the afternoon and each class would take turns at leading
      <indig=Maori>karakia</indig=Maori> morning and afternoon and she
      didn't want to do that <{2><[2>and</[2> <,>

  <WSC#DPC329:1535:AN>
      oh she never she just said oh i <.>d</.> i i really don't want
      to do that

  <WSC#DPC329:1540:AN>
      i mean this is one of the <.>dus</.> discussions we had in our
      in our er syndicate meeting and we both said to her well if
      we're a <indig=Maori>whanau</indig=Maori> then that's how we
      have to operate <{3><[3>otherwise</[3> we're just <indig=Maori>whanau</indig=Maori>
      in name ONLY

  <WSC#DPC329:1545:AN>
      here are we room seven and eight working together and <latch>

  <WSC#DPC329:1550:BH>
      <[1>okay now</[1></{1>

  <WSC#DPC329:1555:BH>
      <[2><unclear>word</unclear></[2></{2>

  <WSC#DPC329:1560:BH>
      <[3>mm</[3></{3> <&>25:00</&>

  <WSC#DPC329:1565:BH>
      you're over there <latch>

  <WSC#DPC329:1570:AN>
      you're over there and you're only part of us in name only

  <WSC#DPC329:1575:AN>
      you're <{1><[1>not</[1> really joining in as um a <indig=Maori>whanau</indig=Maori>
      working alongside us

  <WSC#DPC329:1580:AN>
      anyway she started to come round towards the towards the end of
      the year

  <WSC#DPC329:1585:AN>
      <{2><[2>but i think it was just a</[2> i think it was a um um
      <O>tut</O> a <{3><[3>confidence</[3> thing

  <WSC#DPC329:1590:AN>
      you know <{4><[4>she's just</[4> a bit <latch>

  <WSC#DPC329:1595:BH>
      <[1>mm</[1></{1>

  <WSC#DPC329:1600:BH>
      <[2><?>do you think</?></[2></{2>

  <WSC#DPC329:1605:BH>
      <[3><?>do you</?></[3></{3>

  <WSC#DPC329:1610:BH>
      <[4>oh yeah</[4></{4>

  <WSC#DPC329:1615:BH>
      or <.>on</.> i was also thinking that maybe it was more because
      um i didn't choose the name

  <WSC#DPC329:1620:BH>
      it's not necessarily my choice

  <WSC#DPC329:1625:AN>
      could be too yes mm

  <WSC#DPC329:1630:BH>
      i don't know

  <WSC#DPC329:1635:BH>
      that could be part of it

  <WSC#DPC329:1640:BH>
      but the the name was chosen to bind the group together into one
      <indig=Maori>whanau</indig=Maori> <&>25:54</&>
</I>
