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Hawaiian Language Medium Education – Act 133 2004
Patricia Hamamoto, SuperintendentPila Wilson, Ph.D., UH Hilo
Namaka Rawlins, CEO, Aha Punana LeoApril 25, 2007
Outcomes
Understanding of:
• The Hawaiian Language Medium Education requirement
• History of Hawaiian Language Medium Education
• Example: Nawahiokalani’opu’u School
• Next Steps
What is total Hawaiian Medium?
• Everything in Hawaiian…Administration, secretaries, play ground talk, even in English classes
• Like going to a special place… imbued with pride, structure, culture, traditions, symbols, ritual…a learning place
• P-20 Learning environment..all in Hawaiian
Hawaiian Medium Education is not new
David Malo, First DOE Superintendent
(1793-1853)
All Hawaiian Public School System, the second oldest in the nation started in 1841
Iosepa Nawahi (1842-1896)
Legislator, Lawyer, newspaper publisher, Minister of Foreign Affairs,
Artist…product of Hawaiian Public School system
•To age 11 Kaimu, Puna Common school (Hawaiian Medium)
•To age 15 Hilo Boarding (Hawaiian Medium w/ English as second language)
•To age 19 Lahainaluna (Hawaiian Medium w/ English and Greek as second languages)
•To age 20 Royal School (English Immersion)
At the time of annexation in 1898, the average literacy rate* in Hawaii was high!
*Literacy in their Mother tongue
Hawaiian 84% (31% in English also)
Part-Hawaiian 91% (76% in English also)
Portuguese 28%
Other Caucasian 86%
Chinese 49%
Japanese 54%
0
20
40
60
80
100
Hawai
ians
Part-H
aw
Portuges
e
Other
Cau
c
Chines
e
Japan
ese
Literate
Historical Perspective
1841 – Hawaii DOE – Hawaiian
Medium
1896 –Hawaiian Medium System Closed –
HawaiianForbidden
1893Monarchy deposed
1930’s –HawaiiCreole English
-Mark of lower socio-Economic class
EducationalAchievements
of Native Hawaiiansplummet
1980’s – HawaiianLiteracy lower than100 years earlier
1984 – Punana Leo
Preschools begin
Beginning to restorea language, a culture and pride
1986 – State removes
Ban on Hawaiian in schools
1987 – EmergenceOf Hawaiian Immerson
Classrooms in Hilo,And Oahu
1989 – StateFunds Hawaiian
Immersion curriculum
in Hilo
1990’s –Creation ofHawaiian Immersion
schools
2004 – Act 133Hawaiian Language
Medium Education Act
For the record…Students
• Open to all regardless of ethnicity – about 200 students• Over 95% Hawaiian• 60% Free and Reduced Lunch• Primary home languages
– Hawaii Creole English (majority)– Hawaiian (fastest growing)– Standard English– French
• 100% graduation rate since first class in 1999• Greater than 80% college attendance – like Stanford,
Oxford, Loyola Marymont, Seattle University, UH, etc• K-12…even a nursery, day-care center for 1-4 year olds
Curriculum
• All classes taught through Hawaiian• Early reading using old DOE method of reading by
syllables beginning in Punana Leo preschool• College preparatory curriculum• Early enrollment at UH- Hilo for seniors• Attention to heritage languages:
– Grades 1-6: • reading Hawaiian with Chinese characters• Japanese
– Grades 5-12: English (Standards based DOE language arts)– Grades 7-9: Latin (focus on comparative grammar of Latin,
Hawaiian, standard English, Hawaii Creole English, Vocabulary building and language history
Curriculum Continued
• Hula, Hawaiian music and chanting
• Hands on practicum:– Raising and preparing foods– Herbal medicine– Raising pigs for year end luau and profit– Swimming and fishing
Seamless infrastructure with family values ingrained – the older students
help the younger ones
Private Punana Leo Nursery & Day-Care
K-6 Charter School7-12 DOE Public School
part of Hilo High/ Inter
Act 133 provides anopportunity for expansion
• Nawahi is the “exemplar” for this kind of educational opportunity in the US
“The impact of the Hawaii Language Medium Education System will be immense for the number of Native language programs throughout the country that are closely following the Hawaiian model”
Akira Y. Yamamoto, Ph.D.
Professor of Anthropology and Linguistics University of Kansas, College of Liberal Arts and Sciences
Co-chair, Unesco Ad Hoc Group on Endangered Lauguages
The model at Nawahi is fundamental in education….
Provide children a grounded frameworkfor learning: rituals, culture, safety, symbols
Gaining stakeholder support from theCommunity at large to instill pride
Maintain data driven striving for Continuous Improvement in
Academic achievement/ Life skills
Systematically implement the goalof a global citizen