Difference between revisions of "Template:Nhsc-v1-197"
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| Line 3: | Line 3: | ||
accommodate younger English-speaking | accommodate younger English-speaking | ||
Hawaiians. | Hawaiians. | ||
| + | |||
The Hawaiian press also continued, | The Hawaiian press also continued, | ||
in spite of the policy to replace it | in spite of the policy to replace it | ||
| − | with English. In the | + | with English. In the initial years of |
the territory the press moved into new | the territory the press moved into new | ||
areas such as the printing of | areas such as the printing of | ||
| Line 19: | Line 20: | ||
and the last Hawaiian-language church | and the last Hawaiian-language church | ||
periodical in the 1970's. There are | periodical in the 1970's. There are | ||
| − | + | still occasional Hawaiian columns in | |
publications read primarily by | publications read primarily by | ||
| − | + | Hawaiians. | |
| + | |||
Hawaiian language groups occasionally | Hawaiian language groups occasionally | ||
publish newsletters and other | publish newsletters and other | ||
| Line 38: | Line 40: | ||
cases families refused to allow | cases families refused to allow | ||
children to speak any English to them | children to speak any English to them | ||
| − | at | + | at all, because they believed that |
Hawaiians should speak to one another | Hawaiians should speak to one another | ||
in their own language. This attitude | in their own language. This attitude | ||
| Line 44: | Line 46: | ||
raised during the monarchy were | raised during the monarchy were | ||
dominant in the territory, and it has | dominant in the territory, and it has | ||
| − | not died out entirely. There | + | not died out entirely. There still |
exist some very few individuals on the | exist some very few individuals on the | ||
major islands who raise their children | major islands who raise their children | ||
| Line 50: | Line 52: | ||
the residents of Ni'ihau, who speak | the residents of Ni'ihau, who speak | ||
only Hawaiian. | only Hawaiian. | ||
| + | |||
In response to the move to replace | In response to the move to replace | ||
the Hawaiian language with English, | the Hawaiian language with English, | ||
organized grassroots efforts | organized grassroots efforts | ||
| − | + | specifically directed towards | |
strengthening the Hawaiian language | strengthening the Hawaiian language | ||
and culture appeared under the | and culture appeared under the | ||
| Line 63: | Line 66: | ||
Hawaiian Village was created for the | Hawaiian Village was created for the | ||
purpose of teaching Hawaiian language | purpose of teaching Hawaiian language | ||
| − | and culture. Ulu | + | and culture. Ulu Mau Village was |
created in the 1960's with a similar | created in the 1960's with a similar | ||
goal. Both attempts met with an early | goal. Both attempts met with an early | ||
| Line 69: | Line 72: | ||
of the 'Ahahui 'Olelo Hawai'i, an | of the 'Ahahui 'Olelo Hawai'i, an | ||
organization established through | organization established through | ||
| − | assistance from the | + | assistance from the Kamehameha Schools |
to promote the Hawaiian language. | to promote the Hawaiian language. | ||
| − | This group is | + | This group is still actively pursuing |
| − | + | its goal. | |
| + | |||
Hawaiian language then, continues | Hawaiian language then, continues | ||
the fight to survive. There is | the fight to survive. There is | ||
| Line 80: | Line 84: | ||
language has a solid core of support | language has a solid core of support | ||
in the general population, among the | in the general population, among the | ||
| − | Hawaiians as well as non-Hawaiians. | + | Hawaiians as well as non-Hawaiians. <u>26</u>/ |
| − | 26/ | + | |
Hawaiian would certainly have | Hawaiian would certainly have | ||
| − | remained the | + | remained the first language of the |
majority of the native Hawaiian | majority of the native Hawaiian | ||
population and a likely number of | population and a likely number of | ||
| Line 92: | Line 96: | ||
efforts of early local legislators to | efforts of early local legislators to | ||
ensure the language's survival through | ensure the language's survival through | ||
| − | + | legislative support would certainly | |
have been more successful with a | have been more successful with a | ||
fair-minded administration. A | fair-minded administration. A | ||
Latest revision as of 16:42, 9 April 2006
However, these organizations face extinction unless they begin to accommodate younger English-speaking Hawaiians.
The Hawaiian press also continued, in spite of the policy to replace it with English. In the initial years of the territory the press moved into new areas such as the printing of traditional stories and modern, locally-produced nonfiction about the history of folk heroes who defended Hawaiian sovereignty. Hawaiian-language publications gradually decreased with the passing of readers who could understand the language. The last secular paper went out of business after World War II; and the last Hawaiian-language church periodical in the 1970's. There are still occasional Hawaiian columns in publications read primarily by Hawaiians.
Hawaiian language groups occasionally publish newsletters and other material in Hawaiian. There is a weekly, one-hour radio talk show in the language (since 1973), and another weekly bilingual program featuring Hawaiian music. The most important response, and the one that is responsible for the existence of many of the native speakers of Hawaiian living today, was the refusal of many parents and grandparents to speak English to their children in spite of discouragement by teachers. In many cases families refused to allow children to speak any English to them at all, because they believed that Hawaiians should speak to one another in their own language. This attitude was especially strong when individuals raised during the monarchy were dominant in the territory, and it has not died out entirely. There still exist some very few individuals on the major islands who raise their children to speak Hawaiian at home, as well as the residents of Ni'ihau, who speak only Hawaiian.
In response to the move to replace the Hawaiian language with English, organized grassroots efforts specifically directed towards strengthening the Hawaiian language and culture appeared under the American administration. A Hawaiian Language League based on the Gaelic League was organized in the 1930's, and a Hawaiian language school was also organized. In the 1950's, Lalani Hawaiian Village was created for the purpose of teaching Hawaiian language and culture. Ulu Mau Village was created in the 1960's with a similar goal. Both attempts met with an early demise. The 1970's saw the creation of the 'Ahahui 'Olelo Hawai'i, an organization established through assistance from the Kamehameha Schools to promote the Hawaiian language. This group is still actively pursuing its goal.
Hawaiian language then, continues the fight to survive. There is considerable resiliency among those involved with the language. The effort to continue and strengthen the language has a solid core of support in the general population, among the Hawaiians as well as non-Hawaiians. 26/
Hawaiian would certainly have remained the first language of the majority of the native Hawaiian population and a likely number of locally-born non-Hawaiians if it were not for the rigorously pursued policy of the territorial administration to replace Hawaiian with English. The efforts of early local legislators to ensure the language's survival through legislative support would certainly have been more successful with a fair-minded administration. A reversal of the trend towards English medium schools might have even occurred around 1920 once the formation of the Hawaiian Language League showed that Hawaiians were
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