The Future of the Hawaiian Immersion Schools

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The Future of the Hawaiian Immersion Schools

• E Ola Ka Olelo Hawaii
• "The Hawaiian language shall live".
• Charles Babb, Eun Kyong Choi, Justin
  Liang, John Patrick Ong, Midori Okugawa
• 
  

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1) Introduction

• What is immersion?
• regular school curriculum taught through
  the
• medium of a foreign language
• Types Total/Partial Immersion
• Goals to develop
• 1. High proficiency in the foreign language
• 2. Positive attitude speaker culture
• 3. Bilingual skills

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Overview of the Hawaiian LanguageHawaiian
oral language ?
written language (1823)1896 -
Banned as a medium of instruction from
both public private schools1978 - Hawaiian
and English as the official languages
of the state1986 - Removal of restriction of
Hawaiian as medium of instruction
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2) History Issues of the Hawaiian Immersion
School

• I want to emphasize that we are pursuing the
  revitalization of our language and our culture
  because we value them as something of unequal
  importance We started these schools because we
  truly value our Hawaiian language and culture ad
  wish the same for our children.
• - Namaka Rawlins, Aha Punana Leo

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The Beginning

• 1983 - Establishment of the Aha Punana Leo
• 1984 - Foundation of Punana Leo
• 1987 - Est. of Hawaiian Immersion School
• 1990 - Est. of the Advisory Council
• Delay in intro. of English
• 1992 - Extension of HIS to 12th grade
• 1999 - First graduates (K-12, six)

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• Purpose
• 1. maintenance of linguistic,
• cultural, historical
• perspectives
• 2. linguistic and cultural
• integration
• 3. second-language learning

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• Goals to develop
• 1. high proficiency level in the Hawaiian
• language
• 2. strong foundation of Hawaiian culture
• and value
• 3. Individuals responsible and caring for the
• community

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• Curriculum
• - follow the DOE curriculum
• ex. Social studies
• K -gt self family
• 1st -gt
  neighborhood
• 2nd -gt community
• 3rd -gt other
  cultures continents
• 4th -gt Hawaii
• 5th -gt US (focus on
  native Indians)
• 6th-gt US (as a whole)
• - try to connect education with nature

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• Total enrollment no for 2001-02 1612
• Total no. of teacher 113
• No. of schools
• Hawaii 4
• Maui 4
• Molokai 2
• Oahu 6
• KauaI 3

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The Issues

• From the beginning till now
• lack of
• 1.
• gt

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2.
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3.
3.
4.
-gt
5.
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3) Conclusion

• Solution
• - Need for cooperation and collaboration of
• schools and universities among the islands
• - More funding by the state government
• - A concrete plan for development of the
• immersion schools

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The Asia Pacific Leadership Cultural Exchange
Program
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The need for an after-school program

• Lack of accountability of graduating students
• Need to better prepare students for
  post-secondary education opportunities
• Restrictive scope of world culture studies in
  current curriculum

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Objectives

• To foster an environment for intercultural
  exchange
• To supply high school students with additional
  college preparation
• To allow fellows to experience Native Hawaiian
  culture on a grassroots level
• To encourage high school students to learn about
  different cultures from around the Asia-Pacific
  region

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First Steps for creating the after school program

• Establish contact with Anuenue School
  administrators (e.g., Verley Anne Wright)
• Establish curriculum and finalize program
  proposal
• Get approval from key administrators
• Funding!

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Activities

• Must have a balance of academic, recreation, and
  cultural activities.
• Project-based and Theme-based activities.
• Must involve students, parents, schools, and
  community.

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Mentoring and Tutoring

• Asia-Pacific Leadership Program fellows can
  choose to participate in assisting Hawaiian
  Immersion School students in college preparatory
  activities.
• Fellows may also engage in cultural exchange and
  discussion about career related experiences.

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Community Activities

• The Hawaiian Immersion School students and
  Asia-Pacific Leadership Program fellows will
  participate in East-West Center activities.
• There will be opportunities for all participants
  to create and implement weekend activities for
  the surrounding community.

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Goal Applied Leadership

• APLP Fellows
• Apply theory taught in class.
• Create and implement activities for Hawaiian
  community.
• Immerse themselves in Native Hawaiian culture.

• HIS Students
• Receive college preparatory assistance.
• Create and implement activities for their
  community.
• Become familiar with other cultures from around
  the world.

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Guidelines

• Project-based learning must be long-term,
  interdisciplinary, student-centered, and
  beneficial when linked with academic enrichment!

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Focus

• All APLP participants must be able communicate
  the connections between academic subjects and
  real world topics.

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Community Building
From L to R Midori Okugawa, Charles Babb, Eun
Kyong Choi, J.P. Ong, Alexis Crump, Pila Wilson,
Justin Liang
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Community Building
Haunani Bernardino of the UH-Hilo Hawaiian
Studies Department and Lorna Magaoay, a UH-Hilo
graduating senior, rehearse a Hawaiian song
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Community Building
From L to R Eun Kyong Choi, Haunani Bernardino,
and Lorna Magaoay
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Community Building
The research group at the Department of Education
HQ at the State Office
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Community Building
Aha Punana Leo co-founder Dr. William Pila Wilson
and Dr. Keoni Kelekonio, Lecturer of Hawaiian
language at UH-Hilo
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Community Building
William Pila Wilson, Aha Punana Leo co-founder
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The End