{"id":7060660,"date":"2026-09-19T03:02:04","date_gmt":"2026-09-19T03:02:04","guid":{"rendered":"https:\/\/peraltafinancing.com\/uncategorized\/childrens-picture-books-reflect-changing-attitudes-to-languages-and-can-support-revitalisation\/"},"modified":"2026-09-19T03:02:04","modified_gmt":"2026-09-19T03:02:04","slug":"childrens-picture-books-reflect-changing-attitudes-to-languages-and-can-support-revitalisation","status":"publish","type":"post","link":"https:\/\/fivemor.com\/?p=7060660","title":{"rendered":"Children\u2019s picture books reflect changing attitudes to languages and can support revitalisation"},"content":{"rendered":"


\n<\/p>\n

\n

We know from a wealth of research<\/a> that children\u2019s picture books support language learning.<\/p>\n

During a fellowship at the International Youth Library in Munich<\/a>, I had an opportunity to examine how languages are represented in multilingual picture books and how their use can reflect their changing status in a society.<\/p>\n

This is relevant for New Zealand because the use of te reo M\u0101ori in children\u2019s picture books has been increasing since the 1970s, reflecting its reclamation and revitalisation \u2014 and I suggest playing an important role in this process, too.<\/p>\n

The picture books I analysed in my time at the Youth Library featured as many as 11 languages in one book and were from a range of countries, including South Africa, Poland and Norway.<\/p>\n

I found that in those books the languages with larger populations of speakers were typically positioned first, and the order of subsequent languages often followed the relative number of speakers in each country. By giving languages with fewer speakers less prominence<\/a>, these picture books were reflecting the status quo.<\/p>\n

New Zealand picture books featuring M\u0101ori and English use a range of approaches to represent the two languages<\/a>. This shows picture books can be used to support changing attitudes to languages.<\/p>\n

The rise of te reo M\u0101ori<\/h2>\n

The use of te reo M\u0101ori has increased in trade (commercially available) picture books published in Aotearoa since 1970. The presence and relative space given to te reo M\u0101ori and English has also changed over the past 50 years, reflecting changes in the status of the two languages<\/a>.<\/p>\n

\n
\"The<\/div>
\n The cover of Crayfishing with Grandmother gives the impression it could be in English only.<\/span>
\n Author provided<\/span>, CC BY-SA<\/a><\/span>
\n <\/figcaption><\/figure>\n

In 1973, when te reo M\u0101ori was not yet an official language in Aotearoa<\/a>, Crayfishing with Grandmother \u2013 written by Jill Bagnall, illustrated by Barbara Strathdee and translated by Hapi Potae \u2013 was first published.<\/p>\n

The cover of the book only shows the English title, giving the impression it could be a monolingual picture book. However, within the body of the book, M\u0101ori text features on each page, positioned below the English text, but in the same text size and weight.<\/p>\n

Some M\u0101ori vocabulary is also woven into the English text, and the English reader can access a glossary to help with comprehension. Despite its position on the page, at this time in Aotearoa, the inclusion of M\u0101ori alongside the English text was a groundbreaking statement of support for a bilingual future.<\/p>\n

\n
\"The<\/div>
\n In Pukunui, James Waerea uses te reo M\u0101ori in speech bubbles.<\/span>
\n Author provided<\/span>, CC BY-SA<\/a><\/span>
\n <\/figcaption><\/figure>\n

A few years later in 1976, Pukunui was published, written and illustrated by James Waerea (Ng\u0101ti Kahungunu, Te Arawa). Once again, the English language was the main language of the text, but Waerea\u2019s characters speak te reo M\u0101ori in speech bubbles within the illustrations. To support readers who might not be familiar with te reo M\u0101ori, Waerea provided a glossary for M\u0101ori phrases, translated into English.<\/p>\n

In 1981, Te Kuia me te P\u016bng\u0101werewere and its English version The Kuia and the Spider were published, written by Patricia Grace (Ng\u0101ti Toa, Ng\u0101ti Raukawa, Te \u0100ti Awa) and illustrated by Robyn Kahukiwa (Ng\u0101ti Porou, Te Aitanga-a-Hauiti, Ng\u0101ti Hau, Ng\u0101ti Konohi, Wh\u0101nau-a-Ruataupare).<\/p>\n

This appears to be the first time a trade book was published by a major publisher (Penguin) in a M\u0101ori and English version simultaneously. While this is now an increasingly common practice, in the early 1980s this dual-version publication broke new ground to ensure that homes where M\u0101ori was spoken and schools had access to both language versions.<\/p>\n

Reading at home<\/h2>\n

The new century brought about more developments in dual-language New Zealand books for English speaking parents to use with their children in their home.<\/p>\n

Kanohi My face (Reo Pepi, 2015) was created by cousins Kitty Brown (Ng\u0101i Tahu, Ng\u0101ti M\u0101moe, Waitaha) and Kirsten Parkinson (Ng\u0101i Tahu, Ng\u0101ti Kahungungu ki te Wairoa). The collaborators wanted to use te reo M\u0101ori at home with their children, but could not find books for babies on the market to support this practice<\/a>.<\/p>\n

The focus on supporting readers to learn te reo M\u0101ori is evident in their presentation of M\u0101ori text first in a larger and bolder type than English, which comes second on each page.<\/p>\n

\n
\"The<\/div>
\n Kua Whet\u016brangitia a Koro was published by M\u0101ori-owned publisher Huia.<\/span>
\n Author provided<\/span>, CC BY-SA<\/a><\/span>
\n <\/figcaption><\/figure>\n

More recently in 2022, a Matariki story, Kua Whet\u016brangitia a Koro and the English version How my Koro became a Star, written by Brianne Te Paa (Ng\u0101ti Kahu, Ng\u0101 Puhi, Te Rarawa, Ng\u0101ti Wh\u0101tua, Ng\u0101ti T\u016bwharetoa, Te Aitanga-a-M\u0101haki, Te Wh\u0101nau-a-Apanui) and illustrated by Story Hemi-Morehouse (Ng\u0101ti Koata, Ng\u0101ti Kuia, Ng\u0101ti Toa Rangatira), was published by M\u0101ori-owned and led publisher Huia. <\/p>\n

Their practice of creating two versions of a picture book acknowledges that te reo M\u0101ori resources are needed in M\u0101ori homes and schools.<\/p>\n

Reflecting changing attitudes<\/h2>\n

The presentation of languages in multilingual children\u2019s picture books often reflects societal beliefs about language or language ideologies. <\/p>\n

The ways in which languages are presented also has the power to disrupt or change language attitudes in wider society by exposing readers (both adults and children) to languages, both familiar and unfamiliar.<\/p>\n

A distinguishing feature in many contemporary Aotearoa New Zealand picture books is the use of M\u0101ori words and phrases without a glossary, recognising that many readers know at least some M\u0101ori.<\/p>\n

For those who need support, the context and the illustrations aid comprehension and language learning, just as they do for readers of unfamiliar English words.<\/p>\n

These picture books reflect and promote inclusive attitudes to te reo M\u0101ori. The way we use language reflects who we are, and our picture books provide a permanent record of the languages we seek to pass on to future generations.<\/p>\n<\/p><\/div>\n\n","protected":false},"excerpt":{"rendered":"

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