Can the teaching approach “communicative language teaching” support Māori language teachers teaching te reo Māori (the Māori language) in English medium schools? Given that, in the absence of a high level of inter-generational transmission, and more than two-thirds of Māori school children attend schools in which the primary language of instruction is English, the ultimate fate of the language rests, to some extent at least, with the success of instructed language learning. This article will discuss and support the notion of adopting characteristics of communicative language teaching as a supportive teaching tool for language teachers. This article will also introduce a number of “focus points” derived from the review of a range of literature sources specific to the analysis of language lessons and relevant literature on the teaching and learning of second or additional languages and will provide anecdotal illustrations from lessons observed. Finally, this article will suggest some useful recommendations for already heavily burdened Indigenous language teachers.

中文翻译：

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在英语中学为毛利语老师提供的“交际语言教学”课

“交际语言教学”的教学方法是否可以支持英语中等学校中的毛利语教师教授毛利语（毛利语）？鉴于这种情况，在没有高水平的代际传播的情况下，超过三分之二的毛利学童上的主要教学语言是英语，因此语言的最终命运在某种程度上取决于至少，随着语言教学的成功。本文将讨论并支持采用交际语言教学特征作为语言教师支持性教学工具的观点。本文还将介绍一些“重点”，这些“重点”来自对一系列语言资源的回顾，这些资源专门针对语言课程的分析以及有关第二语言或其他语言的教与学的相关文献，并将提供从所观察到的课程中得出的轶事插图。 。最后，本文将为已经很沉重的土著语言老师提供一些有用的建议。