Literaturnachweis - Detailanzeige
| Autor/in | Nicholson, Rangi |
|---|---|
| Titel | Marketing the Maori Language. |
| Quelle | (1997), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Foreign Countries; Government Role; Language Attitudes; Language Maintenance; Maori; Marketing; Public Opinion; Public Policy; Social Attitudes; Social Status; New Zealand |
| Abstract | Although the New Zealand government is spending millions of dollars to teach the Maori language in preschool language nests and immersion primary schools, its language policies are unlikely to succeed because they do not address the perceived low social status of the language. A marketing paradigm outlines how language can be viewed as a product and promoted to a target audience along with appropriate distribution and price (costs in personal energy and potential ridicule). As with any product, the enhancement of a language's status can be planned; the first step is a situation analysis, in this case a survey of Maori usage and related public opinion. A 1990 survey of 225 New Zealand adults (14 percent Maori) found that although most respondents had little or no understanding of Maori, two-thirds agreed that the language has a place in contemporary New Zealand society. Support for this statement was higher among younger than older respondents. One-third of respondents (84 percent of Maoris and 25 percent of non-Maoris) were willing to make a personal effort for Maori language survival. In 1995, the declaration of Maori Language Year aimed to encourage Maori people to learn and use the language, celebrate the language's place in New Zealand history and society, and generate goodwill toward the language among the wider New Zealand population. The Year was celebrated by a large number of New Zealanders, and it appears that the public's passive tolerance of the language in contemporary society will allow its active and explicit promotion. Contains 11 references. (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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