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No ‘Ane‘i Ko Kākou Ola: He ‘Elua Hanauna Ho‘ona‘auao Kaia ‘Ōlelo Hawai‘i Ma Ke Kula ‘O Nāwahīokalani‘ōpu‘u.
|Title:||No ‘Ane‘i Ko Kākou Ola: He ‘Elua Hanauna Ho‘ona‘auao Kaia ‘Ōlelo Hawai‘i Ma Ke Kula ‘O Nāwahīokalani‘ōpu‘u.|
|Authors:||Kalai-Aguiar, Dawn K. H.|
|Contributors:||Professional Ed Practice (department)|
|Date Issued:||Aug 2017|
|Publisher:||University of Hawaiʻi at Mānoa|
|Abstract:||Hawaiian medium education (HME) is an educational pathway that utilizes a Hawaiian|
perspective to educating students through the Hawaiian language by way of culturally
appropriate and relevant practices and methods. The first generation of HME students graduated
in 1999 and the first student from the second generation of HME students just graduated in May
2017. This second generation of students is comprised of children of HME graduates. Examining
the factors that compel graduates of Ke Kula ʻO Nāwahīokalaniʻōpuʻu, an HME school, to seek
enrollment of their own children in HME at Nāwahī is the focus of this study. Many Nāwahī
graduates who currently have their children enrolled at Nāwahī are second language speakers of
Hawaiian raising their children in Hawaiian as first language speakers. These graduates were
asked to reflect upon the reasons they felt that Nāwahī was the best place to have their children
educated. They were also asked to describe their personal experiences as students at Nāwahī that
impacted their decision to enroll their children in HME at Nāwahī and to describe the role that
identity may have played in their decision-making.
These alumni and their children are actively contributing to the revitalization of the
Hawaiian language, a language that is extremely endangered. This study investigated the roles
that reversing language shift (RLS) and intergenerational language transmission play in
promoting the revitalization of the Hawaiian language through HME. The findings of this study
show that the alumni and their families have a strong Hawaiian language background and that
the factors that influenced the decision to enroll their own children at Nāwahī were their sense of
responsibility to revitalize their native language and make it the language of their homes; the
nurturing relationships they developed with various members of the school community,
especially with their teachers; the culturally appropriate pedagogy implemented at Nāwahī; and
the development of their Hawaiian identity to its fullest potential. Implications for increased
parent education, enhanced student readiness endeavors, and faculty and staff professional
development are offered.
|Description:||Ed.D. Thesis. University of Hawaiʻi at Mānoa 2017.|
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||
Ed.D. - Professional Practice|
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