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Developing a Maori language mathematics lexicon: challenges for corpus planning in indigenous language contexts

機(jī)譯：開(kāi)發(fā)毛利語(yǔ)數(shù)學(xué)詞典：土著語(yǔ)言環(huán)境下語(yǔ)料庫(kù)規(guī)劃的挑戰(zhàn)

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Over the last 25 years, there has been significant modernisation and elaboration of the Maori language mathematics lexicon and register to support the teaching of (Western) mathematics as a component of Maori-medium schooling. These developments are situated within the wider Maori language revitalisation movement in Aotearoa/New Zealand, of which Maori-medium education is a central component. A feature of the initial development of a Maori mathematics lexicon was the informal approach taken, involving elders, teachers and community working together to establish a corpus of appropriate terms, rather than any formal language planning approach. Subsequently, two state agencies, Te Taura Whiri i te Reo Maori (the Maori Language Commission) and the New Zealand Ministry of Education assumed a formal role in the standardisation and elaboration process. Due to limitations in resources and expertise, the Commission eventually withdrew from the process of developing the specialised lexicon for schooling and, in their absence, ongoing lexical development was entrusted to a group of Maori-medium mathematics educators (Te Ohu Pangarau) and closely linked to the Ministry of Education's numeracy strategies. However, the process of linguistic modernisation of the Maori language to support the teaching of school subjects such as mathematics has since raised a number of conflicting tensions and linguistic issues, particularly among the older generation of Maori language speakers. This paper explores the process of development and the at-times conflicting linguistic ideologies which influenced the lexication and codification of the Maori-medium mathematics terminology. It also specifically examines the roles, policies and beliefs of the agents, including the two state agencies, involved in the process, charting the connections between micro, meso and macro language policy and practices in this context.
機(jī)譯：在過(guò)去的25年中，毛利語(yǔ)數(shù)學(xué)詞典有了重大的現(xiàn)代化和精心設(shè)計(jì)，并且注冊(cè)成為毛利語(yǔ)中等教育的一部分，以支持（西方）數(shù)學(xué)的教學(xué)。這些事態(tài)發(fā)展位于新西蘭Aotearoa的更廣泛的毛利人語(yǔ)言振興運(yùn)動(dòng)之內(nèi)，其中毛利人中等教育是其中的重要組成部分。毛利人數(shù)學(xué)詞典最初發(fā)展的一個(gè)特點(diǎn)是采取的非正式方法，是由長(zhǎng)者，教師和社區(qū)共同努力以建立適當(dāng)術(shù)語(yǔ)的語(yǔ)料庫(kù)，而不是任何正式的語(yǔ)言計(jì)劃方法。隨后，兩個(gè)國(guó)家機(jī)構(gòu)，毛利人語(yǔ)言委員會(huì)（Te Taura Whiri i te Reo Maori）和新西蘭教育部在標(biāo)準(zhǔn)化和制定過(guò)程中發(fā)揮了正式作用。由于資源和專業(yè)知識(shí)的局限性，委員會(huì)最終退出了開(kāi)發(fā)專門(mén)用于學(xué)校學(xué)習(xí)的詞典的過(guò)程，并且由于缺少詞典，委員會(huì)將持續(xù)的詞典開(kāi)發(fā)工作委托給了一組毛利語(yǔ)中的數(shù)學(xué)教育家（Te Ohu Pangarau），并且聯(lián)系緊密到教育部的計(jì)算策略。然而，毛利語(yǔ)的語(yǔ)言現(xiàn)代化以支持諸如數(shù)學(xué)之類的學(xué)校學(xué)科教學(xué)的過(guò)程，已經(jīng)引起了許多相互矛盾的緊張關(guān)系和語(yǔ)言問(wèn)題，特別是在老一代毛利語(yǔ)使用者中。本文探討了發(fā)展的過(guò)程以及時(shí)而相互沖突的語(yǔ)言意識(shí)形態(tài)，它們影響了毛利人-中型數(shù)學(xué)術(shù)語(yǔ)的詞匯化和編纂。它還專門(mén)檢查了參與此過(guò)程的代理商（包括兩個(gè)國(guó)家機(jī)構(gòu)）的角色，政策和信念，并在此情況下繪制了微觀，中觀和宏觀語(yǔ)言政策與實(shí)踐之間的聯(lián)系。

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