Please use this identifier to cite or link to this item:
No ‘Ane‘i Ko Kākou Ola: He ‘Elua Hanauna Ho‘ona‘auao Kaia ‘Ōlelo Hawai‘i Ma Ke Kula ‘O Nāwahīokalani‘ōpu‘u.
|dc.contributor.author||Kalai-Aguiar, Dawn K. H.|
|dc.title||No ‘Ane‘i Ko Kākou Ola: He ‘Elua Hanauna Ho‘ona‘auao Kaia ‘Ōlelo Hawai‘i Ma Ke Kula ‘O Nāwahīokalani‘ōpu‘u.|
|dc.contributor.department||Professional Ed Practice|
|dcterms.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.|
|dcterms.description||Ed.D. Thesis. University of Hawaiʻi at Mānoa 2017.|
|dcterms.publisher||University of Hawaiʻi at Mānoa|
|dcterms.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|
Please email email@example.com if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.