Counter-Hegemony in Hawai'i: The Success of the Hawaiian Language Immersion Movement

Autor/in	Beyer, Carl Kalani
Titel	Counter-Hegemony in Hawai'i: The Success of the Hawaiian Language Immersion Movement
Quelle	In: American Educational History Journal, 45 (2018) 2, S.55-71 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	Malayo Polynesian Languages; Hawaiians; Immersion Programs; Cultural Maintenance; Language of Instruction; Educational History; Social Status; Social Change; Native Language Instruction; Second Language Learning; Financial Support; Educational Finance; Teacher Qualifications; Charter Schools; Language Maintenance; Educational Change + Suchen Sie Ihr Suchwort? Hawaianer; Immersionsprogramm; Teaching language; Unterrichtssprache; History of education; Bildungsgeschichte; Sozialer Status; Sozialer Wandel; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Finanzielle Förderung; Bildungsfonds; Lehrqualifikation; Charter school; Charter-Schule; Sprachpflege; Bildungsreform
Abstract	This article examines counter-hegemony occurring through the development of the Hawaiian language immersion movement, successfully leading to the saving of both Hawaiian culture and the Hawaiian language. After almost 100 years without Hawaiian being the language of instruction, it has re-emerged. Counter-hegemony began in the 1960s with the Hawaiian Renaissance movement, when individuals, churches, and other groups called on Hawaiians to participate in the policies and decisions of federal and state governments and organizations representing Hawaiians. While this Renaissance had many foci, resurrection of the Hawaiian language may have had the greatest impact on saving Hawaiian culture and improving the social, political, and economic status of native Hawaiians. The first Hawaiian language immersion schools began in private preschools. Early Hawaiian language immersion programs faced three main obstacles: funding, administrative support, and finding qualified teachers. Much of the success occurred when in 1990, the federal government began to support these programs. Even though there were continued issues facing Hawaiian language immersion programs, by the end of the 20th century, there were many successes. Hawaiian language immersion charter schools came into existence, which provided competition for the existing regular public school Hawaiian language schools. The significance in educating Hawaiians in their language has prepared the beneficiaries of this language immersion education to be more successful members of the 21st century than they would have been in an English-only educational system. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01