DOCSLIB.ORG

Impacts of Hawaiian Language Loss and Promotion Via The

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Impacts of Hawaiian Language Loss and Promotion Via The IMPACTS OF HAWAIIAN LANGUAGE LOSS AND PROMOTION VIA THE LINGUISTIC LANDSCAPE A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PUBLIC HEALTH AUGUST 2014 By Claire Keiko Martin Townsend Dissertation Committee: Joseph Keawe‘aimoku Kaholokula, Chairperson Kathryn L. Braun Tetine Sentell Andrew Grandinetti Kerry Laiana Wong Keywords: Native Hawaiian health, linguistic landscape, cultural trauma ACKNOWLEDGEMENTS This dissertation study was supported by a Native Hawaiian Health Research Scholarship from the Department of Native Hawaiian Health at the John A Burns School of Medicine at the University of Hawai‘i. The contents of this dissertation are solely the responsibility of the author and do not necessarily reflect the official views of the funding agency. I would like to thank my committee members for their inspirational mentorship and encouragement, especially my committee Chairperson J. Keawe‘aimoku Kaholokula. Your advice, support, and patience have been invaluable. My deep appreciation also goes to my community partners at Kula no na Po‘e Hawai‘i and Ke Ola Mamo for their assistance with this study. I would also like to thank Shelley Soong, for volunteering her time as a researcher to assist me with the focus groups and qualitative data analysis. Of course, I would also extend my sincere appreciation to my parents, aunts, uncles, and grandparents for serving as a source of inspiration. And finally, I’d like to give my warmest appreciation to all of my friends and loving boyfriend who have supported me during my academic and research pursuits. ii ABSTRACT Social factors, such as cultural trauma via colonization, are increasingly being examined as important determinants of health. The decline in the Hawaiian language is an aspect of cultural trauma for Native Hawaiians. Indigenous health experts argue that revitalizing the Hawaiian language promotes positive self-esteem and cultural identity. True revitalization of the Hawaiian language involves promoting its use in the broader community. A bilingual linguistic landscape (BLL) may promote the Hawaiian language throughout Hawai‘i, improve its status, and increase Native Hawaiians’ connection to their culture. This dissertation research aims to: 1) through focus groups, describe the impact of Hawaiian language decline on Native Hawaiians and their views on the impact of a BLL, 2) through focus group data and relevant literature, identify key constructs related to support for a BLL and modify a survey to accurately measure those constructs, and 3) through survey administration, describe attitudes toward the Hawaiian language and toward the creation of a BLL. Focus group participants believed that learning the language strengthens their cultural identity, self-esteem, and the Hawaiian community, and that a BLL would improve the status of the Hawaiian language and Native Hawaiian health. A survey was modified to measure socio-demographic (e.g., age, ethnicity), attitudinal (e.g., support for a BLL), and behavioral (e.g., participation in the Hawaiian language) variables. This survey was administered to a random sample of 260 adult residents of Hawai‘i. The results indicate that Hawai‘i residents, regardless of ethnicity, have positive attitudes toward the Hawaiian language and support the idea of creating a BLL. Constructs significantly associated with this support were Hawaiian language skills, American iii identity, belief in the impact of a bilingual signs on the Hawaiian language and Native Hawaiian health, and belief in the importance of Hawaiian language perpetuation. This research improves the understanding of how language loss has influenced Native Hawaiians and their perceptions of the impact of a bilingual linguistic landscape. The most influential factors in determining support for bilingual signs among adult residents of Hawai‘i are attitudes, which are malleable. This has promising implications for state-wide Hawaiian language promotion campaigns. iv TABLE OF CONTENTS Acknowledgments............................................................................................................... ii Abstract .............................................................................................................................. iii List of Tables ................................................................................................................... viii List of Figures ......................................................................................................................x Chapter 1. Introduction ........................................................................................................1 Loss of Language as a Consequence of Cultural Trauma in Hawai‘i......................2 Measuring Language Use ........................................................................................8 Hawai‘i’s Linguistic Landscape ............................................................................10 Bilingual Linguistic Landscape as Health Promotion ...........................................12 Focus of Dissertation .............................................................................................16 Chapter 2. Native Hawaiian’s Perceptions of the Importance of the Hawaiian Language and the Impact of a Bilingual Linguistic Landscape .........................................................21 Abstract ..................................................................................................................21 Introduction ............................................................................................................22 Methods..................................................................................................................23 Participants .................................................................................................23 Study Design ..............................................................................................24 Assessment Instruments .............................................................................25 Results ....................................................................................................................30 Thematic Analysis .....................................................................................30 Social Ecological Analysis ........................................................................44 Discussion ..............................................................................................................45 Thematic Discussion ..................................................................................45 Social Ecological Discussion .....................................................................48 Chapter 3. Modification and Pretest of the Attitudes Toward the Hawaiian Language Survey ................................................................................................................................51 Abstract ..................................................................................................................51 Introduction ............................................................................................................52 Methods..................................................................................................................55 Phase One: Item Generation and Modification ..........................................55 v Phase Two: Expert Review ........................................................................57 Phase Three: Cognitive Interviewing Pre-Test ..........................................58 Results ....................................................................................................................61 Phase One Results ......................................................................................61 Phase Two Results .....................................................................................68 Phase Three Results ...................................................................................69 Discussion ..............................................................................................................73 Chapter 4. Attitudes Toward the Hawaiian Language and Support for a Bilingual Linguistic Landscape .........................................................................................................77 Abstract ..................................................................................................................77 Introduction ............................................................................................................78 Methods..................................................................................................................79 Study Design ..............................................................................................79 Measures ....................................................................................................80 Sample........................................................................................................86 Procedures ..................................................................................................87 Data Analysis .............................................................................................88 Results ....................................................................................................................91 Descriptive Statistics ..................................................................................91
Load more

Recommended publications
  • Palauea, Honua'ula, Maui
    OFFICE OF HAWAIIAN AFFAIRS RESEARCH DIVISION Palauea Palauea, Honua‘ula, Maui By Holly K. Coleman Palauea is the name of an ahupua‘a (land division) in the moku (district) of Honua‘ula on the island of Maui. Many believe that Palauea and surrounding areas were focal points and ceremonial centers of the fishing communities of Honua‘ula (Six, 2013). Today, a high concentration of archaeological and cultural sites can be found in the Pa- lauea Cultural Preserve, which is one of the few undevel- oped land parcels in an area surrounded by luxury resi- dences and resorts. At least fourteen native plant species, including what is believed to be the largest natural stand of maiapilo (Capparis sandwichiana), and at least thirteen archaeological complexes have been identified within the preserve area (Donham, 2007). In April 2013, the Dowling Corporation formally con- veyed the Palauea Cultural Preserve to the Office of Ha- waiian Affairs (OHA). Palauea remains a vital cultural and historical resource for Native Hawaiians and the broader community. The goal of this Information Sheet is to explore some of the cultural and historical narratives of Palauea and the surrounding areas, particularly as OHA transitions into the role of care- taker of this place. This Information Sheet will also strengthen the agency’s foundation of knowledge for this wahi pana (storied, legendary place). Left: View of Molokini and Kaho‘olawe from Palauea Heiau. Source: Shane Tegarden Photography for OHA, 2013. Research Division Land, Culture, and History Section Information Sheet, October 2013 Office of Hawaiian Affairs 560 N. Nimitz Hwy, Suite 200, Honolulu, HI 96817 www.oha.org 1 OFFICE OF HAWAIIAN AFFAIRS RESEARCH DIVISION Traditional Land Divisions Winds and Rains of Honua‘ula Honua‘ula was known as a dry land; indeed, Honua‘ula means “red land or earth” and may have also been the named for a variety of sweet potato grown in the area as a staple food (Pukui & Elbert, 1974).
    [Show full text]
  • Hawaiian Language Normalization: an Analysis of L2 Hawaiian Speaker Narratives
    HAWAIIAN LANGUAGE NORMALIZATION: AN ANALYSIS OF L2 HAWAIIAN SPEAKER NARRATIVES KAPUAOKEKOʻOLAUIKAULUPUA ANGELINE LEIKO ADAMS University of Hawai‘i at Mānoa ABSTRACT This study analyzes the degree to which the Hawaiian language has become normalized in a range of domains beyond language learning contexts for L2 Hawaiian speakers. First, two in- depth interviews were conducted with two graduate students in the Hawaiʻinuiākea School of Hawaiian Knowledge at the University of Hawaiʻi at Mānoa (UHM). The interviews were then analyzed using narrative analysis and were organized thematically according to where students report that they use Hawaiian language in and outside of the UHM campus. The narrative data were then used to create a questionnaire to survey 32 students who are self- identified proficient speakers of Hawaiian at UHM about where they use Hawaiian and for what purpose they use Hawaiian in different places and spaces in their lives. The data provide more insight into language normalization by showing where L2 Hawaiian speakers are using Hawaiian in their lives. The findings also provide valuable implications for the ongoing revitalization of ʻŌlelo Hawaiʻi and give a clearer picture of L2 language use. INTRODUCTION “E ola mau ka ʻōlelo Hawaiʻi” is a Hawaiian proverb or ʻōlelo noʻeau that translates to “the Hawaiian language lives on” (Pukui, 1983). This ʻōlelo noʻeau has been a sort of slogan for the revitalization efforts of the Hawaiian language. It is one of the most popular sayings among second language learners and speakers about their mission to kōkua or help the Hawaiian language grow stronger. Learning the Hawaiian language is challenging since there are not many native speakers of the language.
    [Show full text]
  • Kapa'a, Waipouli, Olohena, Wailua and Hanamā'ulu Island of Kaua'i
    CULTURAL IMPACT ASSESSMENT FOR THE KAPA‘A RELIEF ROUTE; KAPA‘A, WAIPOULI, OLOHENA, WAILUA AND HANAMĀ‘ULU ISLAND OF KAUA‘I by K. W. Bushnell, B.A. David Shideler, M.A. and Hallett H. Hammatt, PhD. Prepared for Kimura International by Cultural Surveys Hawai‘i, Inc. May 2004 Acknowledgements ACKNOWLEDGMENTS Cultural Surveys Hawai‘i wishes to acknowledge, first and foremost, the kūpuna who willingly took the time to be interviewed and graciously shared their mana‘o: Raymond Aiu, Valentine Ako, George Hiyane, Kehaulani Kekua, Beverly Muraoka, Alice Paik, and Walter (Freckles) Smith Jr. Special thanks also go to several individuals who shared information for the completion of this report including Randy Wichman, Isaac Kaiu, Kemamo Hookano, Aletha Kaohi, LaFrance Kapaka-Arboleda, Sabra Kauka, Linda Moriarty, George Mukai, Jo Prigge, Healani Trembath, Martha Yent, Jiro Yukimura, Joanne Yukimura, and Taka Sokei. Interviews were conducted by Tina Bushnell. Background research was carried out by Tina Bushnell, Dr. Vicki Creed and David Shideler. Acknowledgements also go to Mary Requilman of the Kaua‘i Historical Society and the Bishop Museum Archives staff who were helpful in navigating their respective collections for maps and photographs. Table of Contents TABLE OF CONTENTS I. INTRODUCTION............................................................................................................. 1 A. Scope of Work............................................................................................................ 1 B. Methods......................................................................................................................
    [Show full text]
  • Successes and Problems of the Hawaiian Language Revitalization Movement Anna Greiner-Shelton Eastern Washington University
    Eastern Washington University EWU Digital Commons EWU Student Research and Creative Works 2014 Symposium Symposium 2014 Successes and Problems of the Hawaiian Language Revitalization Movement Anna Greiner-Shelton Eastern Washington University Follow this and additional works at: https://dc.ewu.edu/srcw_2014 Part of the Linguistic Anthropology Commons Recommended Citation Greiner-Shelton, Anna, "Successes and Problems of the Hawaiian Language Revitalization Movement" (2014). 2014 Symposium. 47. https://dc.ewu.edu/srcw_2014/47 This Article is brought to you for free and open access by the EWU Student Research and Creative Works Symposium at EWU Digital Commons. It has been accepted for inclusion in 2014 Symposium by an authorized administrator of EWU Digital Commons. For more information, please contact [email protected]. Successes & Problems Of the Hawaiian Language Revitalization Movement Anna Greiner-Shelton Factors in the Decline of the Hawaiian Language • The massive reduction of native Hawaiians due to contact with Western diseases • In 1778, the native Hawaiian population was estimated to be 800,000 • In 1878, only 47,500 native Hawaiians remained • 94% of the native population had been wiped out • Erosion of the major institutions of Hawaiian life • Resulted in English becoming the dominant language • The replacement of Hawaiian with English • Occurred because of Hawaiian‘s perceived low and inferior status in relation to English • In 1840, Hawaiian was the primary language used in the government • 30 years later, all official government
    [Show full text]
  • The Hawaiian Island of Ni`Ihau, Although Technically Part of The
    Forbidden BY DAVID BURNEY, Ph.D. sland he Hawaiian Island of Ni`ihau, although technically part of the United States, is probably less known to most Americans than any other part of the country. Just under 18 miles to the southwest of the major international tourist destination of Kaua`i lies the mysterious T“Forbidden Island.” This nickname is apt, because it is the invitation-only property of the legendary Robinson family, descendants of the Scottish Sinclairs who bought the island from King Kamehameha V in 1864 for $10,000I and a baby grand piano. It is also, in a sense, the last stronghold of Hawaiian as the primary language and where Hawaiian culture has been passed down directly from the ancestors for centuries with little intervention from Western culture — except for the residents’ strong Christian faith. Owners of this island have kept the modern world at bay to a remarkable extent. In recent years the population, which almost certainly contains a higher percentage of people of nearly pure Hawaiian ancestry than any other, has been slowly decreasing — from about 200 to recently where less than 40 residents were on the island for several months at a time — as families seek employment opportunities along Kaua`i’s south shore or farther afield. The Robinson’s enterprises on the island until of late included the cattle and sheep ranch, a charcoal-making operation utilizing the invasive kiawe trees, and a honey business whose yearly production was measured in tons. Picture above: Kamehameha V, King of the Sandwich Islands. Copyright: Corbis. 1 ne of the island’s most famous creatures that, lacking the exotic fish that inhabit traditional industries is, the shallow waters in much of the archipelago, however, still very much alive provide sustenance for hundreds of Hawaiian and wherever Niihauans have Stilts, large wading birds with bold black and white migrated: the creation of the feathers and very long, bright red legs.
    [Show full text]
  • The Color of Nationality: Continuities and Discontinuities of Citizenship in Hawaiʻi
    The Color of Nationality: Continuities and Discontinuities of Citizenship in Hawaiʻi A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN POLITICAL SCIENCE DECEMBER 2014 By WILLY DANIEL KAIPO KAUAI Dissertation Committee: Neal Milner, Chairperson David Keanu Sai Deborah Halbert Charles Lawrence III Melody MacKenzie Puakea Nogelmeier Copyright ii iii Acknowledgements The year before I began my doctoral program there were less than fifty PhD holders in the world that were of aboriginal Hawaiian descent. At the time I didn’t realize the ramifications of such a grimacing statistic in part because I really didn’t understand what a PhD was. None of my family members held such a degree, and I didn’t know any PhD’s while I was growing up. The only doctors I knew were the ones that you go to when you were sick. I learned much later that the “Ph” in “PhD” referred to “philosophy,” which in Greek means “Love of Wisdom.” The Hawaiian equivalent of which, could be “aloha naʻauao.” While many of my family members were not PhD’s in the Greek sense, many of them were experts in the Hawaiian sense. I never had the opportunity to grow up next to a loko iʻa, or a lo’i, but I did grow up amidst paniolo, who knew as much about makai as they did mauka. Their deep knowledge and aloha for their wahi pana represented an unparalleled intellectual capacity for understanding the interdependency between land and life.
    [Show full text]
  • Making a Case for Tongan As an Endangered Language
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE Making a Case for Tongan as an provided by ScholarSpace at University of Hawai'i at Manoa Endangered Language Yuko Otsuka At fi rst glance, Tongan appears far from being endangered. It has nearly 100,000 speakers—remarkably sizable compared to other languages of Oceania—and is spoken in a predominantly monolingual and monocul- tural society.1 Furthermore, Tonga is an independent nation-state, in fact, the last kingdom in Polynesia. Why should one be talking at all about Tongan being endangered? This paper examines the linguistic situation in Tonga and argues that there are reasons to be concerned about the future of the Tongan language in the long run. The position put forward in this paper is as follows: In the postcolonial context, many instances of language endangerment should be defi ned in terms of a unit larger than a nation-state. Globalization has put small island nations like Tonga in a position such that, in order to survive, they are compelled to conform to the Western development model that is asso- ciated with English as a socioeconomically privileged language. Here, the term “globalization” refers to a particular aspect of the phenomenon, that is, interconnectedness facilitated by the expansion of Euro-American values. Interconnectedness certainly has benefi cial consequences, such as bringing new opportunities. Epeli Hau‘ofa, for example, has argued that it has empowered the peoples of Oceania, liberating them from the artifi cial boundaries imposed by nineteenth-century imperialism (1993, 10). The following discussion, however, focuses on the adverse effects of intercon- nectedness, especially as it affects language maintenance.
    [Show full text]
  • Build a Better World. Be a Kumu
    kanaeokana.net/kumu KUMU CAREERS BUILD A BETTER WORLD. BE A KUMU. What is a kumu? licensed so we have enough kumu every year to meet the growing demand for Hawaiian Culture Based Education in public, charter, and We’re not talking about the fish independent schools in Hawai‘i. In the Hawaiian language, the word “kumu” has many meanings. It can Why be a kumu? mean the base of something such as the trunk of a tree, a source, and a reason. In this sense, a kumu is the source or foundation. Impress the heck out of everyone by telling them that what you are going to do after high school is build a new world. Kumu is also the general term for “teacher” because in the Hawaiian worldview, teachers are the source of knowledge. As one of many Kumu are the foundation of Hawaiian culture based classrooms and occupations in the field of Hawaiian education, a kumu is usually a ‘āina based learning environments because they are responsible for teacher of Hawaiian culture at a school, or other learning environment. teaching students the Hawaiian culture, language, and worldview. Kumu play an important role in educating Hawai‘i’s school children Although there are different types of kumu such as a kumu kula about aloha ‘āina, how to maintain cultural practices like makahiki, (classroom teacher) or kumu ‘ike Hawai‘i (Hawaiian Studies teacher), ‘ōlelo Hawai‘i, wa‘a voyaging, food sustainability, and performing arts if a person is called a kumu, it often means that this person possesses like hula, music, and chant.
    [Show full text]
  • Ko Toku Reo Ko Toku Ia Mana
    KO TOKU REO KO TOKU IA MANA: MY LANGUAGE, MY IDENTITY THE PACIFIC LANGUAGE NEST HOW LANGUAGE, CULTURE AND TRADITIONS ARE SUPPORTED AND PROMOTED FOR PACIFIC COMMUNITIES OF THE COOK ISLANDS, NIUE AND TOKELAU IN AOTEAROA NEW ZEALAND BY ALLIE AILSA HELEN GLASGOW A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education Victoria University of Wellington 2019 Abstract Within the early childhood sector of New Zealand, Pacific language nests have played a pivotal role in promoting Pacific education, language development and building Pacific communities. Pacific Island language nests have emerged as foundational contexts that have facilitated learning, family and community engagement as well as promoting cultural aspirations. This study focusses on the Pacific Nations of the Cook Islands, Niue and Tokelau Islands; all share the status of New Zealand Realm states, and have languages which are at extreme risk of language death. This research examines the extent to which families and communities engage with the language nests. It investigates challenges that impact on the support and promotion of language, culture and traditions for the Pacific language nest. This study explores practices and processes in the Pacific language nest, and how these practices are evolving and adapting within the contemporary early childhood education sector. Using a combination of Sociocultural and Indigenous theoretical framings, I apply an ethnographic approach to three case study settings. Applying the methods of observation, talanoa (informal group discussion), document, video and audio analysis, and reflective field notes applied in the study, and guidance of a Pacific advisory group I seek out the cultural, social and linguistic conceptualisations and practices that take place in the Cook Islands, Niuean and Tokelauan language nest settings.
    [Show full text]
  • STATE of HAWAI'i OFFICE of HAWAIIAN AFFAIRS Lanikeha Community Center 2200 Farrington Avenue Ho'olehua, Moloka'i, Hawai'
    STATE OF HAWAI’I OFFICE OF HAWAIIAN AFFAIRS Lanikeha Community Center 2200 Farrington Avenue Ho’olehua, Moloka’i, Hawai’i 96729 Minutes of the Office of Hawaiian Affairs Board of Trustees Moloka’i Community Meeting Wednesday, August 7, 2019 6:30pm ATTENDANCE: TRUSTEE COLETTE MACHADO ROT STAFF: TRUSTEE DAN AHUNA CAROL HOOMANWANUI TRUSTEE KALEI AKAKA NATHAN TAKEUCHI TRUSTEE W. KELI’I AKINA CLAUDINE CALPITO TRUSTEE BRENDON KALEI’ATNA LEE BRANDODN MITSUDA TRUSTEE CARMEN HULU LINDSEY LOPAKA BAPTISTE TRUSTEE JOHN WAIME’E IV DAYNA PA MARIA CALDERON ROBERT G. KLEIN, BOARD COUNSEL LET-ANN DURANT ALYSSA-MARifi KAU EXCUSEED: KAMA HOPKINS TRUSTEE LEINA’ALA AHU ISA LAURENE KALUAU-KEALOHA TRUSTEE ROBERT LINSDSEY CRAYN AKE’JA ADMINISTRATION STAFF: GUESTS: SYLVIA HUSSEY, ICEO KANOELANI DAVIS STERLING WONG, PRO ZHANTELL DUDOIT UNDO WAYNE TANAKA, PP CORA SCHNACKENBERG JASON LEES, DPM LOHTAU PAOA PULAMA LIIVIA, LCH JUDY CAPARIDA KAWENA CARVALHO-MATTOS, DPM GAYLA HALINIAK-LLOYD I. CALL TO ORDER Chair Colette Machado Calls the Community meeting to order at 6:30 pm. Roll call is taken; Trustees Ahuna, Akaka, Akina, Lee, Carmen Hulu Lindsey, Waihe’e and Machado are present; constituting a quorum of seven (7) trustees. Excuse memos were recieved from Trustee Leina’ala Ahu Isa and Trustee Robert Linsdsey. II. INTRODUCTIONS Chair Colette Machado asks that each Trustee introduce themselves. Each Trustee present introduces themselves and thanks the community for coming out to the meeting and welcomes everyone to share any concerns that they have. She calls on the Chief of Staff Carol Hoomanawanui to please introduce any Board staff present at the meeting.
    [Show full text]
  • Cultural Etiquette in the Pacific Guidelines for Staff Working in Pacific Communities Tropic of Cancer Tropique Du Cancer HAWAII NORTHERN MARIANA ISLANDS
    Cultural Etiquette in the Pacific Guidelines for staff working in Pacific communities Tropic of Cancer Tropique du Cancer HAWAII NORTHERN MARIANA ISLANDS GUAM MARSHALL PALAU ISLANDS BELAU Pacic Ocean FEDERATED STATES Océan Pacifique OF MICRONESIA PAPUA NEW GUINEA KIRIBATI NAURU KIRIBATI KIRIBATI TUVALU SOLOMON TOKELAU ISLANDS COOK WALLIS & SAMOA ISLANDS FUTUNA AMERICA SAMOA VANUATU NEW FRENCH CALEDONIA FIJI NIUE POLYNESIA TONGA PITCAIRN ISLANDS AUSTRALIA RAPA NUI/ NORFOLK EASTER ISLAND ISLAND Tasman Sea Mer De Tasman AOTEAROA/ NEW ZEALAND Tropic of Cancer Tropique du Cancer HAWAII NORTHERN MARIANA ISLANDS GUAM MARSHALL PALAU ISLANDS BELAU Pacic Ocean FEDERATED STATES Océan Pacifique OF MICRONESIA PAPUA NEW GUINEA KIRIBATI NAURU KIRIBATI KIRIBATI TUVALU SOLOMON TOKELAU ISLANDS COOK WALLIS & SAMOA ISLANDS FUTUNA AMERICA SAMOA VANUATU NEW FRENCH CALEDONIA FIJI NIUE POLYNESIA TONGA PITCAIRN ISLANDS AUSTRALIA RAPA NUI/ NORFOLK EASTER ISLAND ISLAND Tasman Sea Mer De Tasman AOTEAROA/ NEW ZEALAND Cultural Etiquette in the Pacific Guidelines for staff working in Pacific communities Noumea, New Caledonia, 2020 Look out for these symbols for quick identification of areas of interest. Leadership and Protocol Daily Life Background Religion Protocol Gender Ceremonies Dress Welcoming ceremonies In the home Farewell ceremonies Out and about Kava ceremonies Greetings Other ceremonies Meals © Pacific Community (SPC) 2020 All rights for commercial/for profit reproduction or translation, in any form, reserved. SPC authorises the partial reproduction or translation of this material for scientific, educational or research purposes, provided that SPC and the source document are properly acknowledged. Permission to reproduce the document and/or translate in whole, in any form, whether for commercial/for profit or non-profit purposes, must be requested in writing.
    [Show full text]
  • Highlights for Language Spoken at Home State of Hawaii, 2009 to 2013
    CENSUS DATA HIGHLIGHTS Hawaii State Data Center, November 3, 2015 ───────────────────────── HIGHLIGHTS FOR LANGUAGE SPOKEN AT HOME STATE OF HAWAII, 2009 TO 2013 Today marks the first time data from the American Community Survey are available for the number of Ilocano and Hawaiian language speakers in Hawaii. Overview The U.S. Census Bureau released data on language spoken at home from its 2009-2013 American Community Survey (ACS) 5-year estimates on November 3, 2015. This data includes the nation, all states as well as any county, metropolitan or micropolitan area with populations of at least 100,000 and for which there were 25,000 or more speakers of a language other than English or Spanish. The Hawaii sub-state areas that qualified were the counties of Honolulu, Hawaii and Maui; Urban Honolulu MSA and Kahului-Wailuku Lahaina MSA; and Hilo Micropolitan area. State of Hawaii Data The data describes the average characteristics of people living in Hawaii between the years 2009 to 2013. There were 326,893 people age 5 years and over who spoke a language other than English at home. They comprised about one-fourth of the population 5 years and over living in our islands. Over 100 detailed languages were listed for the State of Hawaii, although data was not available for some. The #1 and #2 ranked languages spoken at home other than English in Hawaii were Tagalog with over 58,000 speakers and Ilocano with over 54,000 speakers. These languages were followed by Japanese (over 45,000 speakers); Spanish (over 25,000 speakers); and Hawaiian (over 18,000 speakers).
    [Show full text]