DOCSLIB.ORG

He Papa Kuhikuhi Pilina'ōlelo

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
He Papa Kuhikuhi Pilina'ōlelo He Papa Kuhikuhi Pilina‘ōlelo Reference Grammar of the Hawaiian Language E ʻonipaʻa kākou i ka ʻimi naʻauao This document is available for download at https://hawaiian-grammar.org Version 1.3 Reference Grammar of the Hawaiian Language Table of Contents INTRODUCTION 7 Who is This Book For? 7 Who Are We? 7 Version Information 8 Conventions and Notation 8 Kūmole (Reference Texts) 8 Notations and Conventions 10 OVERVIEW OF HAWAIIAN LANGUAGE 11 Origin 11 Orthography and Pronunciation 12 Use of Kahakō and ‘Okina 15 Formation of Syllables 15 AcCent 15 Loanwords 17 Structural Elements 17 Words 17 Non-Word Elements 18 Phrases 18 Sentences 20 Ke Kinoʻō A Me Ke Kinoʻā (O-Class and A-Class Possessive Relationships) 25 TERMINOLOGY 27 Comparing Classical (Andrews, Alexander), Modern UH Mānoa (Pukui/Elbert, Hopkins in Ka Lei Haʻaheo) and Modern UH Hilo (Kamanā/Wilson in Nā Kai ʻEwalu) GrammatiCal Terminology 27 English/Latin GrammatiCal Terms 34 WORD TYPES 36 Overview 36 1 Nā Kikino (Nouns) 41 Nā Meme‘a (Common Noun) 41 Nā Iʻoa (Proper Nouns) 41 Nā Helunui (Plurals) 43 Mass Nouns 45 Gender 46 Nā Iʻoa Henua (Locative Nouns) 46 Nā Papani (Pronouns) 50 Personal 50 Nā Nonoʻa (Possessives) 54 Comparison of Pronouns, Third Person Singular 58 Demonstrative 58 Interrogative 60 Indefinite 61 Nā Painu (Verbs) 62 Nā Hamani (Transitive) 64 Nā Hehele (Intransitive) 64 Nā ʻAʻano (Stative) 64 Nā Huakahu Helu (Numbers) 68 Cardinal 70 Ordinal 71 Distributive 72 Fractions 72 Nā Kaʻi Iloa a Hōʻiloa (ArtiCles) 73 Ka, Ke, Nā (Definite) 73 Kikino (Nouns) Unexpectedly Taking Ke Instead Of Ka 73 He, Kekahi, Kahi (Indefinite) 76 ʻO (Proper Noun Marker) 77 Nā Kuʻi (Conjunctions) 78 A 78 A, A Me (And) 78 Ā (Until) 79 A I ʻOle / Ā...Paha (Or) 80 Āhea (When/Future), Ināhea (When/Past) 80 Aia Nō A, Aia Wale Nō A 81 Akā, Eia Naʻe, ʻAʻole Naʻe, Naʻe (But, However) 81 ʻAkahi Nō A 82 ʻAneʻane (Almost) 85 ʻAʻole (Negative) 85 E Pili Ana No/I/Iā (About, Concerning, Relating To, Pertaining To) 86 ʻEmo ʻOle (In No Time At All) 86 Hākālia Nō A 87 I (In Order That), I ʻOle E (In Order That Not) 87 I Ka Hana O (And Then When) 88 I Loa Nō A / I Lawa Nō A 88 2 I/Iā, ʻOiai/ʻOi, Ke, A, Hākālia, I Loa Nō A, I Lawa Nō A, Aia Nō A, ʻAkahi Nō A, I Ka Hana O (While/When) 89 Inā, I, ʻEʻole, Ke (If) 90 Ke 92 Ma kahi o (About) 92 Ma muli o (Lest) 93 Mai (Almost) 93 Makia, Mākiʻa, Malia, Mālia, Mali‘a, Malama (Perhaps) 93 Nani (Since/Because) 94 Nō Hoʻi (Also) 94 Naʻe (However/Still/Yet) 94 No Ka Mea (Because) 95 O (Lest) 95 ʻO...ʻoe (Enumeration) 96 ʻOiai 96 Wahi A (According To) 97 Question words introducing a clause 98 Nā ʻAmi (Prepositions) 98 Ā (Emphatic To) 98 A/o Nonoʻa (Possessive) 99 ʻAmi Kuhilana I/Iā/Iō (To) 99 ʻAmi Hea E (Vocative) 99 ʻAmi Henua Ma (At/In/On) 101 ʻAmi Hoahana Me (With/Like) 102 ʻAmi Kūmua Mai/Maiā (From) 102 E and I (Agentive) 103 I/Iā (Direct and Indirect Object Marker) 104 I O (To The Face Of) 105 Na (Benefactive/Agentive) 106 No (Benefactive/Causative/Locative) 107 !"#$%$&'()*+,-. 108 Pē (Like) 108 Nā Hunekuhi (DireCtionals) 108 Nā Huneʻaʻau (Intensifiers Nō, Kā, Lā, Paha, …) 111 WORD USAGE PATTERNS 115 Ke Kāhulu (DesCriptors) 115 Adjectives 115 Adverbs 115 Comparative, Superlative 117 No Ka Wā (Temporal) 119 Date 119 Days of the Week 120 Nā Pō O Ka Mahina (Days of the Month) 120 Helu Manawa ʻAna (Time) 122 3 Nā Kau (Traditional Seasons and Months) 123 Nā Mahina (Months) 125 Relative Time 125 Ka Painu (Verbs) 127 Nā Māka Painu (Verb Markers) 127 Nā Māka Painu Kauoha (Imperative) 131 ʻIa (Passivizer) 132 Hoʻo- (Transitivizer) 133 Kiʻa Painu (Nominalizer) 134 Special Verb Patterns 136 SENTENCES 142 Ka Pepeke Painu (Simple Verb SentenCes) 142 Composition of a Pepeke Painu 142 Ka Hōʻole O Ka Pepeke Painu (Negative Simple Verb Sentences) 143 Order of Hune Types in Simple Verb Sentences 144 Ka Pepeke ʻAike ʻO (Equational) 144 Ka Hōʻole O Ka Pepeke ʻAike ʻO (Negative Equational Sentence) 145 Questions with ʻAike ʻO 146 ʻO Ka/Ke Kikino, (As For) 146 Ka Pepeke ʻAike He (Class-InClusion SentenCe) 146 Ka Hōʻole O Ka Pepeke ʻAike He (Negative Class Inclusional Sentences) 147 Ka Pepeke He‘o (Class-InClusion SentenCe with Implied SubjeCt) 148 Ke Kālele ʻĀkena (ACtor-EmphatiC) 149 Moving the ʻAwe Forward 152 Ka Hōʻole O Ke Kālele ʻĀkena (Negative of the Actor-Emphatic) 153 Ke Kālele Kūlana (Situation-EmphatiC) 153 Moving Ana Forward for Future Tense: 155 Ka Pepeke Henua (LoCational) 158 Time Reference or Tense in a Locational Sentence 159 Temporary Possession 159 Aia for Locational Questions 160 Ka Hōʻole O Ka Pepeke Henua (Negative Locational Sentences) 160 Variations of the Pepeke Henua Pattern 161 Ke Kālele Kūmua (From Where) 162 Ke Kālele Hoahana (With) 162 Ka ʻO Ka Painu Dir La Nō Ia O ABC (Immediate Sequential) 163 Ka Pepeke Nonoʻa (Possessive) 164 4 Ka Hiki (It is Possible) 166 Use of the Ke Infinitive Marker 168 Ka I Loko Nō O (Despite) 168 Ka ʻĀnō Iho Nō (Immediately After) 168 Nā Mea Hoʻohālikelike (Comparative and Superlative Sentences) 169 Ka Pepeke ʻOi Aku 169 Ka Pepeke E Aho 170 CLAUSES 171 Ke Kāhulu Pepeke Piko Hou ʻOle (Relative Clause as Subject of Verb) 171 Contractions of Ka Mea I and Ka Mea E 173 Passive Form 173 Ke Kāhulu Pepeke Piko Hou (Relative Clause as ObjeCt of its Clause) 174 A or O Class “Possessive” 175 Variations of Form 176 Ke Kāhulu Pepeke Kālele ʻĀkena (EmphatiC Relative Clause) 181 Ke Kāhulu Kiʻa Pepeke (Nominalized Relative Clause) 181 Ka ʻAwe ʻĀkena ʻAʻano (Causative with Stative Verb) 182 Ke Kāhulu Pepeke Nonoʻa (Possessive) 183 Ke Kāhulu Pepeke Pani Nonoʻa (something for somebody to do something) 184 I Mea E Painu Ai (As a Way, As a Means, As a Thing) 184 Ke Kāhulu Pepeke ʻAike He (Known As) 185 Ka Ma Ke ʻAno He (As a, Like a) 185 Ka pepeke makua me ka pepeke keiki (verb to verb infinitive) 185 MISCELLANEOUS 186 Expressing Similarity 186 Ka ʻOi Loa (Superlatives) 188 Family Relationship Terms 190 InterjeCtions 191 Idioms 196 5 Dropping Grammatical Elements 197 Various Idioms 197 APPENDICES 200 Further Research 200 INDEX 201 Tables TABLE 1 - TYPES OF SIMPLE (NOT COMPOUND OR COMPLEX) SENTENCES 21 TABLE 2 - O-CLASS VS A-CLASS 27 TABLE 3 - GRAMMATICAL TERMS 28 TABLE 4 - ENGLISH GRAMMATICAL TERMS 34 TABLE 5 - LOA‘A VERBS 66 TABLE 6 - NOUNS UNEXPECTEDLY TAKING KE INSTEAD OF KA 74 TABLE 7 - WAYS TO EXPRESS WHEN 83 TABLE 8 - ORDER OF INTENSIFIERS 114 TABLE 9 - DAYS OF THE WEEK 120 TABLE 10 - DAYS OF THE MONTH 120 TABLE 11 - TRADITIONAL SEASONS AND MONTHSHOʻOILO (COOLER, WETTER SEASON) 123 TABLE 12 - MONTHS 125 TABLE 13 - MĀKA PAINU 127 TABLE 14 - WORD ORDER IN ‘ANA SENTENCES 135 TABLE 15 - ORDER OF HUNE TYPES 144 TABLE 16 - KĀHULU PEPEKE PIKO HOU 178 6 Introduction Who is This Book For? This grammar of the Hawaiian language is primarily intended for the English-speaking student at an institute of higher learning. It provides a quick reference to most grammatical constructs that an undergraduate student of the Hawaiian language will encounter, while also offering examples and further discussion of many topics. The project to create the book was born of the experience of the authors in studying Hawaiian Language years one through four at the University of Hawaii Maui College and the University of Hawaii at Mānoa. A reference grammar of this type would have come to great use! Who Are We? Anita Bardwell Joe Bardwell Lopaka Weltman Hoaloha Westcott This book is a compilation of notes and handouts from 4 years of Hawaiian language courses, as well as an incorporation of previously published materials brought together as an on-line student reference. We have endeavored to provide copious citations and none of the contents are our original research or opinion. This work was produced on a 100% volunteer basis as a labor of love and respect for the Hawaiian language, and as a way to give back to the language revitalization effort. The book will always remain free of charge. None of the authors are kanaka maoli, but all of us have Hawaiian hearts and continually stand for and support native Hawaiian causes. With deepest respect and aloha we hope you find this book useful. You can reach us at [email protected]. We would like to thank the following for valuable suggestions, review and encouragement: Kaliko Trapp (UH Hilo) Kī‘ope Raymond (UHMC) Kepano Trussel (UH Mānoa) Dr. Albert Schütz (UH Mānoa) Dr. Thomas Kettig (UH Mānoa) We also want to express our love and appreciation for our many instructors at UH and other language teachers who gave us the motivation and tools to take on this project: Dr. Kaliko Baker Dr. Leilani Basham Leomana Crozier Dr. Kahikina de Silva Kahele Dukelow 7 Kaluhialoha Eldridge Kaleikoa Ka‘eo Dr. Papaikani‘au Kai‘anui Leinoa Kong Dr. Kapā Olivera Kī‘ope Raymond Dr. Kekeha Solis Dr. Laiana Wong Version Information This is version 1.3, completed in 2021 and made available to the public in August, 2021. Release notes are at https://bit.ly/hawgr-relnotes. Conventions and Notation Kūmole (Reference Texts) A Narrative of a Tour through Hawaii (Ellis 1824) William Ellis, 1824 Uber die Hawaiische sprache (Chamisso 1837) Adelbert von Chamisso, 1837 Grammar of the Hawaiian Language (Andrews 1854) L.
Load more

Recommended publications
  • A Handbook of Citation Form for Law Clerks at the Appellate Courts of the State of Hawai#I
    A HANDBOOK OF CITATION FORM FOR LAW CLERKS AT THE APPELLATE COURTS OF THE STATE OF HAWAI ###I 2008 Edition Hawai #i State Judiciary 417 South King Street Honolulu, HI 96813 TABLE OF CONTENTS I. CASES............................................ .................... 2 A. Basic Citation Forms ............................................... 2 1. Hawai ###i Courts ............................................. 2 a. HAWAI #I SUPREME COURT ............................... 2 i. Pre-statehood cases .............................. 2 ii. Official Hawai #i Reports (volumes 1-75) ............. 3 iii. West Publishing Company Volumes (after 75 Haw.) . 3 b. INTERMEDIATE COURT OF APPEALS ........................ 3 i. Official Hawai #i Appellate Reports (volumes 1-10) . 3 ii. West Publishing Company Volumes (after 10 Haw. App.) .............................................. 3 2. Federal Courts ............................................. 4 a. UNITED STATES SUPREME COURT ......................... 4 b. UNITED STATES COURTS OF APPEALS ...................... 4 c. DISTRICT COURTS ...................................... 4 3. Other State Courts .......................................... 4 B. Case Names ................................................... 4 1. Case Names in Textual Sentences .............................. 5 a. ACTIONS AND PARTIES CITED ............................ 5 b. PROCEDURAL PHRASES ................................. 5 c. ABBREVIATIONS ....................................... 5 i. in textual sentences .............................. 5 ii. business
    [Show full text]
  • Nds of Marriage: the Implications of Hawaiian Culture & Values For
    Configuring the Bo(u)nds of Marriage: The Implications of Hawaiian Culture & Values for the Debate About Homogamy Robert J. Morris, J.D.* (Kaplihiahilina)** Eia 'o Hawai'i ua ao,pa'alia i ka pono i ka lima. Here is Hawai'i, having become enlightened, confirmed by justice in her hands.1 * J.D. University of Utah College of Law, 1980; degree candidate in Hawaiian Language, University of Hawai'i at Manoa. Mahalo nui to Daniel R. Foley; Evan Wolfson; Matthew R. Yee; Walter L. Williams; H. Arlo Nimmo; Hon. Michael A. Town; Len Klekner; Andrew Koppelman; Albert J. Schtltz; the editors of this Journal; and the anonymous readers for their assistance in the preparation of this Article. As always, I acknowledge my debt to feminist scholarship and theory. All of this notwithstanding, the errors herein are mine alone. This Article is dedicated to three couples: Russ and Cathy, Ricky and Mokihana, and Damian and his aikAne. Correspondence may be sent to 1164 Bishop Street #124, Honolulu, HI 96813. ** Kapd'ihiahilina, my Hawaiian name, is the name of the commoner of the island of Kaua'i who became the aikane (same-sex lover) of the Big Island ruling chief Lonoikamakahiki. These two figures will appear in the discussion that follows. 1. MARY KAWENA P0KU'I & SAMUEL H. ELBERT, HAWAIIAN DICTIONARY 297 (1986). This is my translation of a name song (mele inoa) for Lili'uokalani, the last monarch of Hawai'i. Her government was overthrown with the assistance of resident American officials and citizens January 14-17, 1893. The literature on this event is voluminous, but the legal issues are conveniently summarized in Patrick W.
    [Show full text]
  • Puana 'Ia Me Ka 'Oko'a: a Comparative Analysis of Hawaiian
    Vol. 5 (2011), pp. 107-133 http://nflrc.hawaii.edu/ldc/ http://hdl.handle.net/10125/4494 Puana ‘Ia me ka ‘Oko‘a: A Comparative Analysis of Hawaiian Language Pronunciation as Spoken and Sung Joseph Keola Donaghy University of Hawai‘i at Hilo and University of Otago, New Zealand In this paper I argue that the differences between spoken Hawaiian and vocal perfor- mance of western-influenced “traditional” Hawaiian music are representative of the linguistic diversity found within the Hawaiian language. It contains a comparative analysis of Hawaiian Language Pronunciation as Spoken and Sung, using transcriptions of recorded examples by John Kameaaloha Almeida, a native speaker of the Hawaiian language and a prominent composer, singer, and instrumentalist. It will provide a pho- nemic analysis of notable and predictable variations heard in Hawaiian language vocal performances that are not heard in spoken Hawaiian. Further, it will show that rhythmic arrangement of morae over strong beats in the musical measure is largely analogous to accent in spoken Hawaiian, with some predictable exceptions. The paper also documents how, during his vocal performance, Almeida added three non-lexical vocables not heard in spoken Hawaiian. I argue that these characteristics and variation are indicative of the linguistic diversity found within the Hawaiian language and, as such, are worthy of the same attention and scholarly scrutiny as spoken Hawaiian. The second goal of this applied research is to present the results in a manner that is accessible to practitioners of Hawaiian language performance. 1. INTRODUCTION.1 One day during my time as an undergraduate student in the Hawaiian Studies program at the University of Hawai‘i at Hilo, I was listening to a record- ing of Rev.
    [Show full text]
  • Three Chinese Stores in Early Honolulu
    Three Chinese Stores in Early Honolulu Wai-Jane Char Early in the nineteenth century, there were three Chinese stores in Honolulu, listed in The Friend on August 11, 1844 as "Samping [Samsing] & Co., Ahung & Co. [Hungtai], and Tyhune." The stores are long gone and forgotten, but they were significant among the commercial establishments of that time. The first store mentioned, Samsing Co., had a modest beginning in the 1830s, next to a bakery on Fort Street, in the middle of the block near the west entrance of today's Financial Plaza. Later Samsing Co. had a location on King Street facing south in the middle of the block between Bethel and Nuuanu Streets. Yat Loy Co. carried on a dry goods business there for most of the twentieth century.1 The second store mentioned was Hungtai Co., begun even earlier at the northeast corner of Fort and Merchant Streets, where today stands the multi-storied Financial Plaza. In 1838, the store moved to a building called the "Pagoda" on Merchant Street, facing the harbor, between Fort Street and Bethel, then not yet opened as a street.2 The third store, Tyhune, also started before the mid-3os, was at the south- west corner of Hotel and Nuuanu Streets. It was marked merely as "Chinese store" on a map drawn by Alexander Simpson in 1843, during contentions over the land claims of Richard Charlton.3 During the period the Chinese stores were in business, Honolulu changed from a small village into a flourishing town with lumber yards, wharfs, streets, schools, and churches.
    [Show full text]
  • The Canoe Is the People LEARNER's TEXT
    The Canoe Is The People LEARNER’S TEXT United Nations Local and Indigenous Educational, Scientific and Knowledge Systems Cultural Organization Learnerstxtfinal_C5.indd 1 14/11/2013 11:28 The Canoe Is the People educational Resource Pack: Learner’s Text The Resource Pack also includes: Teacher’s Manual, CD–ROM and Poster. Produced by the Local and Indigenous Knowledge Systems (LINKS) Programme, UNESCO www.unesco.org/links Published in 2013 by the United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France ©2013 UNESCO All rights reserved The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Coordinated by Douglas Nakashima, Head, LINKS Programme, UNESCO Author Gillian O’Connell Printed by UNESCO Printed in France Contact: Douglas Nakashima LINKS Programme UNESCO [email protected] 2 The Canoe Is the People: Indigenous Navigation in the Pacific Learnerstxtfinal_C5.indd 2 14/11/2013 11:28 contents learner’s SECTIONTEXT 3 The Canoe Is the People: Indigenous Navigation in the Pacific Learnerstxtfinal_C5.indd 3 14/11/2013 11:28 Acknowledgements The Canoe Is the People Resource Pack has benefited from the collaborative efforts of a large number of people and institutions who have each contributed to shaping the final product.
    [Show full text]
  • Maori & Pasifika Infants and Toddlers
    Tangata Pasifika: Sustaining cultural knowledge and language competency for Pacific peoples. Presentation at the Victoria University Autumn Research Seminar, May 2018. Ali Glasgow Faculty of Education Language, culture, identity • A leai se gagana, ona leai lea o sa ta aganu’u, a leai la ta aganu’u ona po lea o le nu’u (Samoan proverb) • If there is no language, then there is no culture, • If there is no culture, then all of the village will be in darkness Presentation outline • My background • Pacific context • Aoteroa New Zealand context – culture, language • Research findings – Vuw Summer Scholarship (2015), TLRI ( Teaching and Learning Research Initiative, 2017). Ali – Kuki Airani – Tongareva Atoll Pacific perspectives • Pacific region located historically, contextually and geographically within Oceania, more particularly in the region of the Southern Pacific referred to as the Polynesian triangle (Ritchie & Ritchie, 1970) • ‘Our sea of islands ( Hau’ofa, 1993) Reclaiming & Reconceptualising Pacific Education • Pacific Education (currently) prioritises the voice and worldview of the outside which amputates our capacity for human agency. Within the Pacific the bulk of what we teach and learn in our schools and at our universities and colleges in the Pacific is what has been conceptualised and developed in and for the Western world (Koya-Vakauta,2016). • The indigenous peoples of the Pacific need to create their own pedagogy... rooted in Pacific values, assumptions, processes and practices ( Glasgow, 2010; Mara, Foliaki & Coxon, 1994; Tangatapoto,1984 & Taufe’ulungake, 2001). Aspiration Statement ( MOE, 2017, p.5) • Competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.
    [Show full text]
  • Laulōtaha; Tongan Perspectives of 'Quality' in Early Childhood Education Dorothy Lorraine Pau'uvale a Thesis Submitted To
    Laulōtaha; Tongan Perspectives of ‘Quality’ in Early Childhood Education Dorothy Lorraine Pau’uvale A thesis submitted to Auckland University of Technology in partial fulfillment of the requirements for a degree of Master of Education (MEd) 2011 School of Education i Table of Contents List of Tables ..................................................................................................................... vi Attestation of Authorship .................................................................................................. vii Fakamālō/ Acknowledgements ........................................................................................ viii Ethical Approval .............................................................................................................. xiii Abstract ............................................................................................................................... 1 Chapter 1: Talateu/ Introduction ......................................................................................... 2 1.1 Introduction .......................................................................................................... 2 1.2 Purpose of the study .................................................................................................. 2 1.3 Context of the study .................................................................................................. 3 1.4 Importance of the study ...........................................................................................
    [Show full text]
  • Celebration of the Niuean Language and Culture Ko E Tau Fakafiafiaaga
    Celebration of the #pacificstars Niuean Language and Culture Ko e tau Fakafiafiaaga he Vagahau Niue mo e tau Aga Fakamotu Facts on Niue | Folafolaaga hagaaoia Population | Puke tagata ke he motu ko Niue In 2013 Niue peoples were the fourth largest Pacific • Niue is one of the world's largest coral islands. ethnic group in New Zealand making up 8.1% or 23,883 • Niue (pronounced “New-e (‘e’ as in ‘end’ – which means of New Zealand’s Pacific peoples’ population. 'behold the coconut') may be the world’s smallest The most common region this group lived in was the independent nation. Auckland Region (77.7 percent or 18,555 people), followed • The island is commonly referred to as "The Rock", by the Wellington Region (6.6 percent or 1,575 people), a reference to Niue being one of the biggest raised and the Waikato Region (4.3 percent or 1,038 people). coral islands in the world. The median age was 20.4 years. • The capital of Niuē is the village of Alofi. • Niueans are citizens of New Zealand. 78.9 percent (18,465 people) were born in New Zealand. • Niue is an elevated coral atoll with fringing coral reefs encircling steep limestone cliffs. It has a landmass of 259km and its highest point is about 60 metres In 2013 Niue peoples made up above sea level. • Niue lies 2400 km northeast of New Zealand 23,883 between Tonga, Samoa and the Cook Islands. of New Zealand's Pacific peoples' population History | Tau Tala Tu Fakaholo Polynesians from Samoa settled Niue around 900 AD.
    [Show full text]
  • Gender & Interaction in a Globalizing World: Negotiating the Gendered
    Chapter 13 Gender and interaction in a globalizing world: Negotiating the gendered self in Tonga* Niko Besnier 1. Gender and language in microscopic and macroscopic perspectives One of the more important developments in our understanding of the rela- tionship between language and gender in the last couple of decades is the recognition that the gendering of language is semiotically complex. Indeed, linguistic forms and practices do not define “women’s language” and “men’s language”, as earlier researchers argued (e.g., Lakoff 1975), but articulate with a host of social categories and processes that surround gen- der and help construct it. The clearest articulation of this position is Ochs’ (1992) demonstration that gendered linguistic practices are both indexical and indirect. Indexicality captures the insight that features of language (phonological, syntactic, discursive, etc.) “point to”, or suggest, gendered identities, and do not refer to gender in an unequivocal fashion, as linguistic symbols would. In this respect, the relationship between language and gen- der is no different from the relationship between language and any other aspect of socio-cultural identity, as we have known since the early days of sociolinguistics (Labov 1966a). However, the indexical linking of language and gender presents another layer of complexity: linguistic resources are semiotically connected to gender through the mediation of other aspects of the socio-cultural world. For example, features of language and interaction invoke social roles (e.g., mother, CEO, construction work), demeanors (e.g., politeness, authority, or the lack thereof), and activities (e.g., forms of work and play), all of which are in turn indexically associated with gender (see Figure 1).
    [Show full text]
  • The Laterwriting of Abraham Fornander, 1870-1887 A
    523 UNIVERSITY OF HAWAI'llIBRARY "A TRUSTWORTHY HISTORICAL RECORD": THE LATERWRITING OF ABRAHAM FORNANDER, 1870-1887 A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI'I IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL FOUNDATIONS MAY 2004 By Pamela Haight Thesis Committee: Eileen Tamura, Chairperson Gay Garland Reed Vilsoni Hereniko ABSTRACT Using a post-colonial framework, this thesis examines the later research and writing ofAbraham Fornander. The paper addresses the politics, religion, and society that informed Fornander's research and writing, then focuses more closely on his book, An Account ofthe Polynesian Race and international response to it. Fornander's tenacity in promoting his Western worldview and his efforts to advance his career infused his writings and, in the end, served to overshadow existing indigenous language and culture, hastening deterioration ofboth. Utilizing correspondence, early writing for newspapers, and other archival information, the paper demonstrates his attempts to attain authentic status for himselfand his work. Though inconclusive in terms ofproving Fornander's complicity with colonialism, the thesis presents another viewing ofone man's work and begs a previously hidden discussion. 111 TABLE OF CONTENTS Introduction 1 Purpose ofthe study 7 Methodology 10 Background to the study 13 Language and Colonization , 15 Representing Others 17 Collecting Cultures 21 19th Century Hawai'i 25 Abraham Fomander 30 Fomander's Newswriting 34 Fomander's Philological Research 50 Response to An Account ofthe Polynesian Race 61 Discussion and implications 75 Postscript 78 Appendix A: Letter from Rollin Daggett to Abraham Fomander 82 Appendix B: Letter from Abraham Fomander to Rollin Daggett.
    [Show full text]
  • Haʻina ʻia Mai Ana Ka Puana: the Vowels of ʻōlelo Hawaiʻi (Pdf)
    HAʻINA ʻIA MAI ANA KA PUANA: THE VOWELS OF ʻŌLELO HAWAIʻI 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 PHILOSOPHY IN LINGUISTICS May 2021 By Thomas T. Kettig Dissertation committee: Rory Turnbull, chairperson Victoria Anderson Katie Drager Larry Kauanoe Kimura K. Laiana Wong Alexander Mawyer Keywords: Hawaiian, phonetics, vowels, pronunciation Acknowledgements My PhD at UHM has been supported financially by awards and Graduate Assistantships from the UH Linguistics Department, Mānoa Opportunity Grants, the Dai Ho Chun Fund for Graduate Fellowships, and the Samuel H. Elbert Graduate Fund in Hawaiian and Polynesian Languages. Thank you particularly to the Bilinski Educational Foundation for providing summer fieldwork grants as well as the dissertation fellowship that supported the completion of this project. I am grateful to my committee members, each of whom I was so lucky to have on board. Mahalo to Rory, an incredible mentor and advisor throughout this dissertation journey. Mahalo to Katie, whose work led me here to Hawaiʻi, and whose collaboration, wisdom, and kindness I am forever grateful for. Mahalo to Victoria, who never wavered in her confidence in me, and who has always been there for advice on life and phonetics. Mahalo to Alex, who went above and beyond his role as university representative, providing key advice on Pacific cultures and (pre)history. Mahalo iā Laiana, he hoa kūkā waiwai. Akamai loa kona naʻauao no ka holomua ‘ana i ka ʻōlelo ma o ka nānā pono ʻana i ke kuanaʻike Hawaiʻi.
    [Show full text]
  • Pacific Colonisation and Canoe Performance: Experiments in the Science of Sailing
    PACIFIC COLONISATION AND CANOE PERFORMANCE: EXPERIMENTS IN THE SCIENCE OF SAILING GEOFFREY IRWIN University of Auckland RICHARD G.J. FLAY University of Auckland The voyaging canoe was the primary artefact of Oceanic colonisation, but scarcity of direct evidence has led to uncertainty and debate about canoe sailing performance. In this paper we employ methods of aerodynamic and hydrodynamic analysis of sailing routinely used in naval architecture and yacht design, but rarely applied to questions of prehistory—so far. We discuss the history of Pacific sails and compare the performance of three different kinds of canoe hull representing simple and more developed forms, and we consider the implications for colonisation and later inter-island contact in Remote Oceania. Recent reviews of Lapita chronology suggest the initial settlement of Remote Oceania was not much before 1000 BC (Sheppard et al. 2015), and Tonga was reached not much more than a century later (Burley et al. 2012). After the long pause in West Polynesia the vast area of East Polynesia was settled between AD 900 and AD 1300 (Allen 2014, Dye 2015, Jacomb et al. 2014, Wilmshurst et al. 2011). Clearly canoes were able to transport founder populations to widely-scattered islands. In the case of New Zealand, modern Mäori trace their origins to several named canoes, genetic evidence indicates the founding population was substantial (Penney et al. 2002), and ancient DNA shows diversity of ancestral Mäori origins (Knapp et al. 2012). Debates about Pacific voyaging are perennial. Fifty years ago Andrew Sharp (1957, 1963) was sceptical about the ability of traditional navigators to find their way at sea and, more especially, to find their way back over long distances with sailing directions for others to follow.
    [Show full text]