Abstract
This thesis proposes and explores a critical Indigenous framework, which I have named Tereꞌanga Vaka, for theorising the language learning journey of second language [L2] learners of the Cook Islands Indigenous languages. Through this project I will outline ꞌE au ꞌetu kaveinga (guiding pointers) and describe ontological and epistemological assumptions that underpin the language journey. The ꞌEtu Kaveinga are derived from puka and vananga, conversations and engagement with research navigators and L2 learners, a group that I call Vaka Tangata. The ꞌEtu Kaveinga are also interpreted through the exploration of literary sources. These Tua Taꞌito, Karakia, Peꞌe and Nakunga, well-known stories, prayers, chants and proverbs are from the corpus of Cook Islands oral traditions. The observations from this study will provide insight into the navigational capacity for other heritage language learners in their 'Return to Avaiki – and the 'jaw bones of their Ancestors'; this title expresses a figurative interpretation of the journey Cook Islands heritage learners undertake when navigating their ancestral language. The scholarship produced from this project also provides critical considerations and theoretical frameworks for the development of teaching and learning programmes in educational institutions.