Acceso usuarios
Julie Barbour
, Nicola Daly, Kanauhea Wessels
Aims/Purpose: New Zealand English has been characterised by the use of vocabulary ‘borrowed’ from the Indigenous Māori language since early contact between English and Māori speakers. In this paper, we consider the relevance of the ‘loanword narrative’ to New Zealand English, examining data from translingual picturebooks published in Aotearoa New Zealand. Design/Data: We built a small corpus of 10 translingual picturebooks spanning a 30-year period beginning in the early years of Māori language revitalisation. Analysis: We applied techniques of language analysis from descriptive linguistics, including studies of loanwords. Findings: We find some evidence of linguistic ‘borrowing’. Originality: However, in texts created by Māori content creators, with Māori cultural themes, a language practice akin to pedagogical code-switching or pedagogical translanguaging is observed. Māori content creators alternate between languages, treating Māori lexemes as distinct from NZE, preserving Māori orthographic traditions, and providing translation, explanation, or contextual support of Māori lexemes for NZE reader comprehension. Our observations find parallels in translanguaging studies in bilingual early childhood settings, and they are supported by new psycholinguistic research that has identified the development of substantial body of linguistic knowledge about the Māori language by non-Māori speakers through societal exposure. Significance: We argue that the prevailing loanword narrative does not account for Māori language usage in translingual picturebooks developed by Māori content creators. Rather, we find a clear pattern of differentiation between Māori and NZE.
