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A Vocabulary Strategy: IRDP

Key content


Key content

Because vocabulary acquisition is so important in language learning, we demonstrate one way of introducing new words to students – using the IRDP strategy (focussing on input, recognition, discrimination and production).

Things to think about


Things to think about

What other strategies and teaching methods can I adopt to engage the students in Māori language learning?




Dee Reid - Te Reo Māori Advisor, School Support Services, University of Waikato:
Now the whole purpose of this strategy is to model one way – it’s not the only it’s just one way – that you could perhaps teach vocabulary to your students.

This is the first stage, input. Right, say these words after me ... Kōpaki (students repeat). Kōpaki (students repeat).

Ka pai. The long “ō” āe ... it’s not "kopaki", it’s "kōpaki" (students repeat)

Tino pai, kōpaki. He kōpaki tēnei ... mārama? Kōpaki.

Kōpae (students repeat). Kōpae (students repeat). Kōpae (students repeat).

Anō. (students repeat) "Kōpae."

Tino pai. He kōpae ēnei. Kōpae.

Rauemi (students repeat). Rauemi (students repeat).

At the back there on those tables, Rauemi (students repeat).

Website – Rauemi.

[On screen]

Now, this time instead of repeating the word after me, I’ll say two words.

Just remember the pictures that I’ve introduced those words with, okay, just remember the pictures because there’s a little bit of a cross over with the words I’ve chosen, so just remember the pictures I first showed to do with kōpaki are to do with kōpaki.

I’ll say one word and you need to say āe if it’s correct or kāo if it’s incorrect.

Kōpaki. (students respond) "Āe."

Kia ora tino pai.

Kōpae. (students respond) "Āe."

Kōpaki. (students respond) "Kāo."

Engari Kōpaki – he rauemi kei roto i tētahi kōpaki.

[On screen]

Now I’ll say two words, and you’ll repeat the one that is correct.

[Picture of CD appears on screen]

Kōpae (pause) Kōpaki.

(students respond) "Kōpaki."

[Picture of CD sticker appears on screen]

Kōpae (pause) Kōpaki (pause) Rauemi.

(students respond) "Rauemi."

Tino pai.

Last one. It’s all up to you. If I say "Count to three", and then you say what you think this is ,alright?

It will be easier that way so you can respond as a group.

Tahi, rua, toru ... [Picture of a poster appears on screen]

(students respond) "Rauemi."

Tahi, rua, toru ... [Picture of a folder appears on screen]

(students respond) "Kōpaki."

Tahi, rua, toru ... [Picture of a website appears on screen]

(students respond) "Rauemi."

Tahi, rua, toru ... [Picture of ring binders appears on screen]

(students respond) "Kōpaki."

I think you’ve got it, I just wanted to give you one way and show you how real it is, you know, how appropriate and how effective it is in teaching te reo or a second language.

[On screen]
Key message: It is important to follow up vocabulary acquisition with opportunities to use the words in context.

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