“E ola mau ka olelo Hawai’i” (long live the language of Hawai’i) serves as the motto for Punanaleo and Kulakaiapuni Hawaiian Language Immersion Schools in Hawaii. The program’s growth and success mirror similar achievements in other countries, where native languages that were once endangered have been revitalized. Like these languages, the Native Hawaiian Language faced the threat of extinction but has since experienced a revival and now embraces a blend of traditional and modern practices.
Despite the concern that this program may not benefit every child due to the challenges of adapting to dual teaching methods, Immersion schools are in high demand and are expanding throughout Hawai’i. It is crucial for Hawai’i to endorse the growth of immersion language schools to offer students more chances to learn and uphold the Hawaiian language and culture. The success of immersion schools in Hawai’i can be attributed to studying existing immersion schools in other nations by the organizers.
In New Zealand, immersion schools were created to combat the decline of the Maori language. These educational institutions fully immerse students in a specific language while still adhering to a traditional curriculum. The percentage of Maori speakers decreased drastically from approximately 96.6% to just 26% between the 1930s and 1960s. Consequently, a generation of Maori individuals grew up without knowledge of their native language (“Bilingual Education in Aotearoa”).
This caused concerns among leaders that the Maori language would become extinct unless significant measures were taken to revive it and encourage the use of Maori once again. The efforts to address this issue through immersion programs started in the 1980s (May, Hill and Tiakiwai). A similar situation occurred in Canada, where various “First Nation” tribes were facing the imminent loss of their language and customs. Consequently, numerous school systems throughout the country have implemented language immersion programs at the elementary level in the past two decades (Redbord and Sachetti).
For example, in Fairfax County, Virginia, there are currently immersion programs available in Spanish, Japanese, French, and German at 13 elementary schools (‘Language Immersion Programs’). According to the Indigenous Language Institute, there were over 300 indigenous languages in the United States in the 19th century, but today only 175 remain (Ng-Osorio and Ledward). These statistics demonstrate the importance of immersion schools in preserving cultures that are at risk of losing their language.
In response to this, Hawai’i started to mimic their actions by establishing their own schools and following the success of already existing ones. The History of Hawaiian Language Immersion Schools began in 1980. In August 1984, the first preschool was established in Kekaha, Kauai (“History aha Punana leo”). Subsequently, schools were also set up in Hilo, Hawai’i, and Honolulu (“History aha Punana leo”). The establishment of these schools was a result of an increase in Hawaiian Language studies at the University of Hawai’i Hilo, with 27 students enrolled (Warchauer).
The Punana Leo Schools were established by practitioners and educators with the aim of preserving the endangered language (Kamana and Wilson). Named “Punana Leo” which translates to “Nest of Voices,” the school’s purpose is to provide a nurturing environment where children, regardless of race, can be immersed in the Hawaiian Language (Redbord and Sachetti). This initiative, known as Punana Leo, is regarded as the most significant language effort in pre-school and K-12 education (Warschauer).
The immersion schools at the elementary level are currently contributing to the increase in enrollment at the University level (Warschauer). Educators were contacted by Hawaiian elders who were worried about the language becoming extinct, and together they developed a successful plan. It is evident that these schools are becoming increasingly popular, and the students are making significant progress in their language skills. The program is appropriately named “The Nest of Voices,” as the young students advance to higher levels and eventually become teachers of the Hawaiian Language.
Evidence demonstrates that the practice of a native language holds significant value in the spirituality, traditions, and heritage of a culture. Language serves as a historical practice, preserving the tales of ancient cultures, ceremonial practices, protocols, poetry, songs, and dances. Hawai’i presents a prime example of this phenomenon through the hula performances and chanting. In order to grasp the hula and chanting more comprehensively, students must first grasp the language itself. This includes a solid understanding of the commands and vocabulary within the songs or prayers. Hawaiian language immersion schools focus on teaching various aspects of the language.
The program’s focus extends beyond speaking to how children integrate the language into their daily lives. Starting at three years old, children can join the program (“Aha Punana Leo”). It emphasizes Hawaiian as the main language, with English as a secondary language. Through this approach, children rapidly gain fluency in the primary language and gradually become familiar with the secondary language as they advance through school. Research shows that children learn more from peers than adults (Chen). Thus, enrolling a child in an immersion school offers a significant advantage for achieving fluency in a foreign language (Chen).
Students in immersion programs often have no prior knowledge of the language when they first enter. However, once the teacher begins instructing them, students start using the language with their peers and even outside of school. The language becomes a source of enjoyment for them, similar to a toy. Not only do they speak the language but also gain true comprehension, which revives the entire culture associated with it. Language is essential for a culture’s foundation, and if it is lost, so too will be the culture’s vitality. Despite these benefits, immersion schools do come with some drawbacks.
The school faces challenges in providing qualified teachers due to a lack of college degrees among fluent elders. This results in recent college graduates being placed as teachers. Furthermore, students with learning disabilities have limited access to specialized educators, leading to slower learning and declining proficiency in both the native language and English. Consequently, attending this school can be particularly challenging for students with ADHD or ADD who already face disadvantages without qualified special educators.
Immersion schools face a significant disadvantage as they struggle to find suitable facilities. These schools are constantly in need of space and often find themselves operating out of meeting rooms, churches, or even empty classrooms in public education schools. In Maui, the immersion program begins in a Wailuku pre-school. Students then progress through Paia school, Kalama Intermediate, and King Kekaulike High School, receiving their education entirely in the Hawaiian language from pre-school to 12th grade. Securing funding is a challenge, so parents must put in extra effort to raise money for the schools through fundraisers.
Sometimes, the fundraisers can last the entire year and continue as long as the child is enrolled in the school. However, some parents find it difficult to dedicate the necessary hours and eventually give up. While there are clear disadvantages, the system’s popularity leads to an increase in enrollment and improvements. As a result, the disadvantages are diminishing, and the benefits are becoming more prominent. Educators and parents express opposing views on this matter.
Chen (source) expresses concern about students from diverse backgrounds solely assimilating into the immersion culture/language and neglecting their ethnic roots. Parents want their children to value all aspects of their heritage instead of focusing only on one segment. Additionally, parents and school boards approving the establishment of new immersion schools question the teachers’ experience. These schools are known to hire recent college graduates with minimal training and place them in classrooms with new curricula. Despite some skepticism and drawbacks associated with the relatively new immersion system, the future appears promising.
The school system in Hawai’i is constantly expanding, along with the experience of its teachers (Vorsino). Currently, there are 21 immersion schools in the state, reflecting the growing demand for more schools and larger classrooms since 188 (Vorsino). The elders and parents take great pride in their children’s ability to learn the language of their ancestors and also become bilingual through English (Vorsino). Consequently, students not only acquire language skills but also develop a deeper understanding of their heritage, identity, and future aspirations (“Aha Punana Leo”).
Graduates of immersion schools often go on to further their education and then come back to work as teachers in immersion school systems. This benefits the students directly, as these new teachers have valuable experience and firsthand knowledge of what it takes to succeed in the immersion system. The school system is also learning from past mistakes and providing support through informational and special education assistance. Moreover, there has been an increase in extracurricular activities.
Anuenue Immersion School on the island of Oahu has a football team that communicates solely in Hawaiian, which is a source of great pride for the students. The elders are not traditional teachers, but instead serve as consultants to enhance the curriculum and provide insight into the language’s cultural context. Until 1984, the Hawaiian language was prohibited from being spoken or taught in public schools, resulting in its scarcity and limited exposure except for instances involving Hawaiian songs or stories.
Even in the past, the language was merely “words” as pronunciation and grammar were overlooked. Immersion schools have played a vital role in reviving the Hawaiian culture. Hula, chant, song, conversation, and healing methods contribute to a living language that is safeguarded through language practice. The renaissance of Hawai’i thrives thanks to immersion schools. The State of Hawai’i should prioritize providing additional opportunities for children of all races in Hawai’i, not just Hawaiian children, to attend Hawaiian Immersion Schools and contribute to the islands’ future.
