CURRICULUM AND LANGUAGE IN AOTEAROA NEW ZEALAND: FROM SCIENCE TO PUTAIAO

What becomes of knowledge when a language has been displaced through colonisation and is being recovered and revitalized? In the 1970s in Aotearoa (the Maori name for New Zealand), Maori began teaching their children through the medium of te reo Maori [Maori language] (L1) in an attempt to save it from extinction. This paper explores the translation work in relation to a new technical language development (L3) based on the language of instruction (L2) for a new Maori language science curriculum [putaiao]. We argue that the development of new terminology, no matter how culturally sensitive the process is, creates new problems. First, the new words can be perceived as representing traditional knowledge and, secondly, traditional Maori knowledge will be erased with the new language. The chal-lenge presented to all concerned is how students will develop a more authentic experience of Maori lan-guage, knowledge and culture. The paper argues that the journey between science and putaiao is an ongo-ing transformation based on language and the epistemology held within and is made more complex by the relationships that exist between L1 (home), L2 (school), and L3 (discipline specific) in a language revi-talization context.