BLE/ESL: Implications of bilingual education in the school setting (original) (raw)
Related papers
Language policy in the Kingdom of Hawaiʻi: A worldly English approach
Second Language Studies 28(2), 2010
This study attempts to develop Linguistic Imperialism theory (Phillipson, 1992) and overcome the limitations of its historical framework through the concept of ‘worldliness of English’ (Pennycook, 1994) and by testing it against a unique historical case. From 1840 to 1887, the Hawaiian Islands enjoyed a constitutional monarchy with a liberal franchise controlled by a Native majority. This analysis of the unfolding of language policies, practices and beliefs under the Kingdom of Hawai‘i, more specifically in judiciary and legislative institutions, endeavors to understand the discursive and sociopolitical process that led to the gradual subordination of the Hawaiian language to English before the loss of political sovereignty and American annexation. Special attention is given to guiding hypotheses like cultural hegemony and linguicism, and in order to ascertain their validity in this context, connections are drawn with the historical and current spread of English in post-colonial and non-colonial countries alike. The textual analysis of some key judicial decisions of the period illustrates why LI’s positivistic assumptions on the primacy of economic factors and its definition of cultural hegemony don’t stand to analysis in this case, while suggesting the preliminary alternative of professional imperialism.
The Teaching and Learning of Hawaiian in Mainstream Educational Contexts: Time for Change?
A thesis submitted in fulfilment of the requirements for the Degree of PhD at the University of Waikato, 2012
There are estimated to be fewer than 1,000 native speakers of Hawaiian language (ka ‘ōlelo Hawai‘i) in Hawai‘i. The majority of those who now learn Hawaiian do so in mainstream educational contexts and the majority of teachers of Hawaiian have learned the language as a second language in mainstream educational contexts. It is therefore important to determine what is being taught in these contexts and how it is being taught. At the core of this research project is an exploration of the attitudes and practices of a sample of teachers of Hawaiian in mainstream educational contexts. Following an introduction to the research (Chapter 1) and to the historical background against which the teaching and learning of Hawaiian takes place (Chapter 2), selected literature on language teacher cognition is critically reviewed (Chapter 3). This is followed by a report on a survey of the backgrounds, attitudes and practices of a sample of teachers of Hawaiian (Chapter 4) and a sample of students of Hawaiian (Chapter 5). Also included are analyses of a sample of widely used textbooks (Chapter 6) and a sample of Hawaiian language lessons (Chapter 7). Overall, the research suggests that major changes and developments that have taken place in the teaching and learning of additional languages since the beginning of the 20th century have had little impact on the teaching and learning of Hawaiian in mainstream educational contexts in Hawai‘i. The vast majority of the teachers surveyed had little or no training in language teaching, appeared to have little awareness of literature on language teaching and learning, and had little contact with native speakers. The textbooks analyzed, which were generally unaccompanied by teacher guides or supplementary resources, were found to be largely behaviorist in orientation, their design and methodology reflecting a curious mixture of aspects of both grammar translation and audiolingual approaches. Although most of the teachers surveyed appeared to be committed to including Hawaiian culture in their teaching, the textbooks examined were found to have very little cultural content. The lessons observed, which mainly adhered closely to the content of textbooks, relied heavily on translation and were generally absent of any clearly detectable lesson staging or any effective concept introduction or concept checking strategies. Activities were largely grammatically-focused, repetitive and non-communicative and the students were frequently observed to be confused and/ or off-task. It is concluded that the teaching and learning of Hawaiian in mainstream educational institutions in Hawai‘i is fraught with problems, problems that are evident at every stage in the process, from the lack of effective teacher education, through materials design and development to lesson planning and delivery. It would appear to be time for change. However, the survival of the Hawaiian language is by no means assured and there may be little time left in which to bring about change. For this reason, the thesis ends not only with recommendations for addressing the problems identified in the long-term and medium-term, but also with recommendations for change that could be effected the short-term (Chapter 8).
Language policies in the Kingdom of Hawaiʻi: Reassessing linguicism
2014
This paper develops Tove Skutnabb-Kangas’ concept of linguicism by distinguishing an effectuative stage and a reproductive stage of linguistic inequality. The effectuative stage is described by inference and compared with Robert Phillipson’s theory of linguistic imperialism, and it is suggested that both frameworks are still missing empirical validation for the claim that language inequality may create other forms of inequality, and that such validation should come from historical data. To demonstrate this, language policies in the Kingdom of Hawaiʻi during the 19th century are examined, with emphasis on the interpretation of bilingual statutory law, along with a number of judicial rulings. These are then related to changes in the economic sphere and the interaction is demonstrated in the curtailing of customary land use rights. The new concept of non-discriminatory linguicism is introduced to describe the presence of linguicist ideologies without concomitant discriminatory practices as a key feature of the effectuative stage of linguicism, and a new definition of linguicism is proposed.
Voice"less" Hawaiian: An Analysis of Educational Policymaking, 1820-1960
1998
ACROSS THE UNITED STATES TODAY, a growing number of nondominant ethnic students are entering the public schools, renewing policy debates surrounding educational excellence versus equity for marginalized people. A historical examination of educational politics reveals that when competing social and political forces argue over the pursuit of educational goals, issues eventually become politicized with the potential reward being access to and participation in the governance system. Recently, an increasingly diverse and vocal populace has focused new attention on the policymaking process and its relationship to the educational experience and subsequent life choices of Native Americans. The study of how educational policy has affected Native Hawaiians has been given little attention. Perhaps, not coincidentally, it has failed to receive attention because it has been somewhat lost in the history of the United States, which has focused on the politics of cultural domination through assimil...
Political and Cultural Determinants of Educational Policymaking: The Case of Native Hawaiians
1993
A political-cultural model explores the educational process and its impact on Native Hawaiians over a 140-year period. The theoretical model suggests that core political values are transmitted to educational policy and school-related activities, and thereby impact the social, economic, and academic status of Native Hawaiians. Three historical case atudies indicate similaritiea and provide descriptions that illuminate the process of educational policymaking during each politically turbulent period in Hawaii: (1) the American missionaries arrival and impact, 1820-1839; ,(2) Hawaii, no longer for the Native Hawaiian, 1887-1900; and (3) new political ideas in postwar Hawaii, 1940-1960. The case studies develop six themes: (1) politicization and quiescence as a political process; (2) status of the power players; (3) limited participation in politics and policymaking; (4) dominating values of efficiency and caality; (5) neglected values of equality and choice; and (6) beneficiaries and losers. As Hawaii moves closer to political revolution in educational governance, the results suggest that fundamental values of the political culture must appreciate the existing cultural diversity in Hawaii. Two tables provide further information on the disteibution of school laws and policies from 1842 through 1969 and a matrixtof the six emergent themes and three case histories. Two figures diagram the educational policy process model and a tracking of Hawaii's political institution. Contains 51 references. (CK)
Language in Society, 1992
for its multicultural population, made national news by passing a referendum declaring English the official language of the state. In 1988, Florida (another bastion of multilingualism) followed suit. To date, eighteen states have statutes, constitutional amendments, or resolutions indicating English as their official language. The great majority were enacted after 1981 when S.I. Hayakawa, then senator of California, introduced a bill amending the U.S. Constitution to designate English as the official language of the country. While unsuccessful, the proposal launched an organization known as U.S. English which is dedicated to waging battle against bilingual ballots and bilingual education and has sensationalistically brought language policy to the attention of the person in the street.
Pūpūkahi i Holomua: A Story of Hawaiian Education and a Theory of Change
Encounters in Theory and History of Education, 2020
The Hawaiian kingdom, prior to the illegal overthrow of its monarchy (1893) and the subsequent English-only Law (1896), had boasted a 91-95% literacy rate. Within that learning environment learners had a clear sense of purpose because Hawaiians had a firm grasp of who they were, where they were, and what they had to contribute. Since the English-only Law and US annexation of Hawai‘i (1898), however, the settler colonialschool system has maintained levels of cultural dissonance that have manifested as inequitable student outcomes for Native Hawaiians and Pacific Islanders (NHPI) across multiple academic and disciplinary student indicators (i.e., proficiency, suspension rates, etc). While western law and US compulsory education severed traditional sources of knowledge production that had provided a sustainable model of a‘o (teaching and learning), the ancestors of the Native Hawaiian community were diligent about preserving the keys to their genealogical legacies within more than 120,...