Presentation and Q&A: Explaining Kaitiakitanga Without a Script
A Level 3 student, Aroha, must give a four-minute presentation in Korean to a Year 12 class in Daegu about how her Auckland school reduces waste. She may use cue cards with a maximum of 10 Korean keywords and no full sentences, and she has two minutes of Q&A. Her slides show photos of a recycling bin, a marae, and a hangi. She wants to explain kaitiakitanga (guardianship of the environment) but has no dictionary during the presentation. In rehearsal she says, “카이티아키탕가… 음… environment… 아, 아니, 환경을 지키는 것…” and loses her place. In Q&A, a student asks, “뉴질랜드 학생들은 왜 교복을 안 입어요?” Aroha does not know the exact policy for every school and has 10 seconds to answer.
1. Evaluate Aroha’s rehearsal repair (“environment… 아, 아니…”). What should she do differently, and give a better Korean paraphrase of kaitiakitanga.
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The repair is audible and signals loss of control: the English word appears before the Korean, and the self-correction “아, 아니” draws attention to the gap. Better: pause, use a filler such as “음, 그러니까”, then paraphrase in Korean before English can slip in: “카이티아키탕가는요, 쉽게 말해서 자연을 우리가 지키고 돌보는 책임이라는 뜻입니다. 마오리 사람들에게는 사람과 땅이 가족처럼 연결되어 있다는 생각이에요.” Strategies: define by function (“지키고 돌보다”), give an example (마오리, 땅), and avoid the abstract loanword. If she must use the Maori term, say it once and anchor it: “카이티아키탕가, 즉 환경을 돌보는 책임입니다.” The English word is the problem, not the concept; 환경 is available and shorter.
2. How should she answer the uniform question when she does not know the policy? Give a model answer and explain the strategy.
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Model: “그건 학교마다 조금씩 달라요. 제 학교는 교복이 없지만, 어떤 학교는 교복이 있어요. 제 생각에는 학생들이 스스로 결정할 수 있어서 좋은 것 같아요.” Strategy: answer the part she knows (variation), admit limits without excessive apology, then give a personal reflection. Do not invent a national policy. “학교마다 달라요” is a safe generalisation; “제 학교는…” keeps it accurate. With 10 seconds, one sentence plus a reflective “것 같아요” is enough; the assessor rewards managing the exchange, not encyclopaedic knowledge. She can then return the turn: “그쪽 학교는 어때요?” That keeps the Q&A interactive and buys time. A weak answer would freeze, apologise repeatedly, or switch to English, all of which break the immersion the standard is assessing.
3. What should she write on her 10-keyword cue card to support the presentation without reading a script?
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The card should cue structure and transitions, not content sentences: “1 인사 - 2 문제 (쓰레기) - 3 카이티아키탕가 = 돌봄 - 4 예 (마라이/항기) - 5 숫자 40% - 6 우리 학교 - 7 비교 - 8 질문 - 9 감사 - 10 마무리”. Avoid full sentences because reading aloud flattens intonation and prevents eye contact. Include one Korean keyword per slide and a symbol (→, ?) for the Q&A. If she writes “environment” on the card she will code-switch under pressure; “환경” is shorter and safer. The card should also include a reminder to slow down and pause after each slide, since her rehearsal problem was pace and panic rather than vocabulary. Ten keywords are enough if they map to moves, not to paragraphs.