Difference between revisions of "Template:Nhsc-v1-222"
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The way a person spells a languaqe | The way a person spells a languaqe | ||
| − | indicates his respect for | + | indicates his respect for it. |
Evidently Tongan respect their | Evidently Tongan respect their | ||
language more than many people | language more than many people | ||
| − | + | visiting or living in Hawai'i respect | |
Hawaiian. | Hawaiian. | ||
| − | 24/ Among the missionaries in | + | |
| + | <u>24</u>/ Among the missionaries in | ||
Hawai'i, Reverend Lyons was one who | Hawai'i, Reverend Lyons was one who | ||
did become very close to the Hawaiian | did become very close to the Hawaiian | ||
| − | people. His | + | people. His translations of hymns |
| − | + | into Hawaiian show an adaptation of | |
Hawaiian poetic thinking and lack the | Hawaiian poetic thinking and lack the | ||
grammatical errors found in the work | grammatical errors found in the work | ||
of some of the other missionaries. | of some of the other missionaries. | ||
His defense of the Hawaiian language | His defense of the Hawaiian language | ||
| − | is a | + | is a tribute to his concern for the |
Hawaiian people and proof that there | Hawaiian people and proof that there | ||
were some of the missionary group who | were some of the missionary group who | ||
| − | were true to their higher | + | were true to their higher ideals. |
| − | + | ||
| + | <u>25</u>/ The concept of sending | ||
students to different countries was | students to different countries was | ||
especially apropos for a country such | especially apropos for a country such | ||
| − | as Hawai'i with | + | as Hawai'i with its geographic and |
| − | + | cultural isolations from the sources | |
of world power. The concept might | of world power. The concept might | ||
have also been effectively applied | have also been effectively applied | ||
| − | + | internally by the establishment of a | |
policy of having different schools | policy of having different schools | ||
taught through the medium of different | taught through the medium of different | ||
foreign languages. Such a policy | foreign languages. Such a policy | ||
would not only have produced a | would not only have produced a | ||
| − | population with increased | + | population with increased ability to |
function within the international | function within the international | ||
sphere, but would also have served to | sphere, but would also have served to | ||
protect the position of the indigenous | protect the position of the indigenous | ||
language, since qraduates from | language, since qraduates from | ||
| − | + | different schools would share Hawaiian | |
as their only common language. This | as their only common language. This | ||
policy could have been implemented in | policy could have been implemented in | ||
| − | Hawai'i | + | Hawai'i fairly early by encouraging |
| − | the French Catholics to | + | the French Catholics to establish |
| − | schools using French as | + | schools using French as alternatives |
to the American-sponsored schools. | to the American-sponsored schools. | ||
Later, when German and Japanese | Later, when German and Japanese | ||
| − | + | interests in Hawai'i became stronger, | |
they too could have been encouraged to | they too could have been encouraged to | ||
| − | + | establish schools of this sort in the | |
kingdom. | kingdom. | ||
| − | 26/ At this point in Mr. Kimura's | + | |
| − | + | <u>26</u>/ At this point in Mr. Kimura's | |
| − | Despite this, it is | + | text, the following passage appears: |
| − | Department of Education policy | + | |
| − | to replace Hawaiian with English | + | : Despite this, it is still Department of Education policy to replace Hawaiian with English for the one remaining native-speaking group of children (on Ni'ihau). The children on this island are the target of this policy which many believed was being underscored by the current head of the Department of Education when she called for the formulation of a plan to "improve" education on the island. Ni'ihau children residing on the nearby island of Kaua'i are already targets of a federally financed SLEP program that specifically aims toward the replacement of Hawaiian with English. |
| − | for the one remaining | + | |
| − | native- | ||
| − | children (on | ||
| − | children on this island are the | ||
| − | target of this policy which many | ||
| − | believed was being underscored | ||
| − | by the current head of the | ||
| − | Department of Education when she | ||
| − | called for the formulation of a | ||
| − | plan to "improve" education on | ||
| − | the island. Ni'ihau children | ||
| − | residing on the nearby island of | ||
| − | Kaua'i are already targets of a | ||
| − | federally financed SLEP program | ||
| − | that | ||
| − | the replacement of Hawaiian with | ||
| − | English. | ||
It is included as a footnote | It is included as a footnote | ||
because there was not time to receive | because there was not time to receive | ||
| Line 74: | Line 60: | ||
Department of Education prior to the | Department of Education prior to the | ||
Commission's printing deadline. | Commission's printing deadline. | ||
| − | 27/ Derek Bickerton and Carol | + | |
| − | Odo, General Phonology and Pidgin | + | <u>27</u>/ Derek Bickerton and Carol |
| + | Odo, <u>General Phonology and Pidgin | ||
Syntax--Volume I of Three Volumes of | Syntax--Volume I of Three Volumes of | ||
Change and Variation in Hawaiian | Change and Variation in Hawaiian | ||
| − | English, Final Report on National | + | English</u>, Final Report on National |
Science Foundation Grant No. | Science Foundation Grant No. | ||
GS-39748, Typescript (Honolulu: | GS-39748, Typescript (Honolulu: | ||
Social Sciences and Linguistics | Social Sciences and Linguistics | ||
| − | + | Institute, University of Hawaii, | |
1976). See, also, Derek Bickerton and | 1976). See, also, Derek Bickerton and | ||
William Wilson, "Pidgin Hawaiian," in | William Wilson, "Pidgin Hawaiian," in | ||
Pidgin and Creole Languages: Essays | Pidgin and Creole Languages: Essays | ||
in Memory of John E. Reinecke, ed, by | in Memory of John E. Reinecke, ed, by | ||
| − | Glenn Gilbert (in | + | Glenn Gilbert (in press). |
| − | 28/ Hawaiian has not been the only | + | |
| + | <u>28</u>/ Hawaiian has not been the only | ||
target of language extermination in | target of language extermination in | ||
Hawai'i. There are no communities | Hawai'i. There are no communities | ||
| Line 98: | Line 86: | ||
includes the native languages of such | includes the native languages of such | ||
large immigrant groups as the | large immigrant groups as the | ||
| − | 222 | + | {{p|222}} |
Latest revision as of 17:37, 14 April 2006
The way a person spells a languaqe indicates his respect for it. Evidently Tongan respect their language more than many people visiting or living in Hawai'i respect Hawaiian.
24/ Among the missionaries in Hawai'i, Reverend Lyons was one who did become very close to the Hawaiian people. His translations of hymns into Hawaiian show an adaptation of Hawaiian poetic thinking and lack the grammatical errors found in the work of some of the other missionaries. His defense of the Hawaiian language is a tribute to his concern for the Hawaiian people and proof that there were some of the missionary group who were true to their higher ideals.
25/ The concept of sending students to different countries was especially apropos for a country such as Hawai'i with its geographic and cultural isolations from the sources of world power. The concept might have also been effectively applied internally by the establishment of a policy of having different schools taught through the medium of different foreign languages. Such a policy would not only have produced a population with increased ability to function within the international sphere, but would also have served to protect the position of the indigenous language, since qraduates from different schools would share Hawaiian as their only common language. This policy could have been implemented in Hawai'i fairly early by encouraging the French Catholics to establish schools using French as alternatives to the American-sponsored schools. Later, when German and Japanese interests in Hawai'i became stronger, they too could have been encouraged to establish schools of this sort in the kingdom.
26/ At this point in Mr. Kimura's text, the following passage appears:
- Despite this, it is still Department of Education policy to replace Hawaiian with English for the one remaining native-speaking group of children (on Ni'ihau). The children on this island are the target of this policy which many believed was being underscored by the current head of the Department of Education when she called for the formulation of a plan to "improve" education on the island. Ni'ihau children residing on the nearby island of Kaua'i are already targets of a federally financed SLEP program that specifically aims toward the replacement of Hawaiian with English.
It is included as a footnote because there was not time to receive a response from the head of the Department of Education prior to the Commission's printing deadline.
27/ Derek Bickerton and Carol Odo, General Phonology and Pidgin Syntax--Volume I of Three Volumes of Change and Variation in Hawaiian English, Final Report on National Science Foundation Grant No. GS-39748, Typescript (Honolulu: Social Sciences and Linguistics Institute, University of Hawaii, 1976). See, also, Derek Bickerton and William Wilson, "Pidgin Hawaiian," in Pidgin and Creole Languages: Essays in Memory of John E. Reinecke, ed, by Glenn Gilbert (in press).
28/ Hawaiian has not been the only target of language extermination in Hawai'i. There are no communities anywhere in Hawai'i outside Ni'ihau where children born in the islands grow up speaking a language other than some form of English as their strongest and primary tongue. This includes the native languages of such large immigrant groups as the
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