Exploring the inclusion of Mātauranga Māori into Japanese language teaching in secondary schools in Aotearoa New Zealand: A case study of first-language Japanese teachers’ perspectives, practices, and opportunities for growth.

<p><strong>This study explores how first-language Japanese teachers in Aotearoa New Zealand understand and engage with mātauranga Māori (Māori knowledge and ways of knowing) in the context of teaching Japanese as an Additional Language (JAL) at the secondary school level. In line with education policy shaped by Te Tiriti o Waitangi (The Treaty of Waitangi), the New Zealand Curriculum, and recent National Certificate of Educational Achievement (NCEA) changes, teachers are expected to incorporate Māori perspectives in their teaching (Ministry of Education, 2023). However, how this is interpreted and enacted varies widely, particularly among teachers who are themselves cultural and linguistic minorities.</strong></p><p>Building on the work of Alansari et al. (2022), who explored teacher responses to the integration of mātauranga Māori through recent NCEA changes, and Wang (2023), who examined Chinese language teachers’ engagement with related policy, this study extends the research by focusing specifically on Japanese language education and the broader classroom context. Using interviews, classroom observations, and a collaborative workshop, it examines the perspectives and practices of three first-language Japanese teachers.</p><p>Findings indicate that while all participants valued the inclusion of mātauranga Māori, they often felt underprepared to integrate it meaningfully. Nevertheless, their teaching demonstrated culturally responsive and relational practices—such as affirming student identity, fostering inclusive relationships, and drawing on students' lived experiences—which provide a strong foundation for future integration once teachers have the necessary knowledge and confidence. The study highlights the need for subject-specific professional development and collaborative opportunities to support this learning. It also raises important questions about the sustainability of current approaches, particularly the ongoing reliance on Māori staff to lead this work and the equity implications of that burden.</p><p>By foregrounding the experiences of migrant teachers working across cultural and linguistic boundaries, this research offers new insights into how Culturally Responsive Pedagogy (CRP) can support more inclusive and bicultural language education in Aotearoa New Zealand.</p>