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The Relationship Between Hawaiʻi Creole English and ʻōlelo Hawaiʻi Prosody

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The Relationship Between Hawaiʻi Creole English and ʻōlelo Hawaiʻi Prosody University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2013-10-02 Melodies of Hawaiʻi: The Relationship Between Hawaiʻi Creole English and ʻŌlelo Hawaiʻi Prosody Murphy, Kelly Murphy, K. (2013). Melodies of Hawaiʻi: The Relationship Between Hawaiʻi Creole English and ʻŌlelo Hawaiʻi Prosody (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/26873 http://hdl.handle.net/11023/1079 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Melodies of Hawaiʻi: The Relationship Between Hawaiʻi Creole English and ʻŌlelo Hawaiʻi Prosody by Kelly Erin Murphy A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF LINGUISTICS CALGARY, ALBERTA SEPTEMBER, 2013 © Kelly Erin Murphy 2013 Abstract This dissertation offers a comparative study of speech melodies of Hawaiian and Hawaiʻi Creole English (HCE), two languages spoken in the Hawaiian Islands. HCE, which is an English lexified creole, developed from many languages such as Chinese, Portuguese, and Hawaiian. This research proposes that Hawaiian intonation patterns remained even after relexification from a Hawaiian based pidgin to an English lexified creole. This comparative study of speech melodies of Hawaiian and HCE provides documentation of falling yes/no question intonation found in both languages, as well as for other utterance types, i.e. statements, wh-questions, and listing/continuation. Patterns emerged from the major utterance types revealing insights into creole genesis from substrate influence, and language universals and variation. Of the utterance types examined, the most striking example is that of falling yes/no question intonation, present in both languages. This type of falling intonation is quite rare amongst the world’s languages, which strengthens the hypothesis I claim, that HCE received intonation patterns from Hawaiian. These findings also have implications for creole genesis as well as for language typology research for question intonation as well as universals and sociolinguistics. With regard to creole genesis, the evidence provided supporting Hawaiian as a contributing language strengthens substrate arguments and weakens a universalist view, specifically that of the Language Bioprogram Hypothesis (LBH). Also, the results show a typology of question intonation that makes use of a more latitudinal categorical distinction rather than the commonly used right-edge question intonation, which changes the perspective on language universals and variation, as well as biological codes. This dissertation also addresses language identity and how these two languages interact in the same linguistic landscape in Hawaiʻi . While providing a much-needed inventory of intonation for all utterance types in ii Hawaiian and HCE, this research project also addresses broader questions and linguistic topics such as creole genesis, language typology, universals, and sociolinguistics. iii Preface From the years of researching Pidgin, to the hours listening to different Pidgin speakers, to the necessary trips to Hawaiʻi and all the knowledge I have gained about the complexities of the story of Hawaiʻi and how it came to be, I have grown closer and closer to gaining more understanding of these beautiful islands and the people who live there. I have become more acquainted with the culture- Malama Pono, Merrie Monarch, Kamehameha Schools song contest, slack key guitar, Hawaiian mele, the local foods at the markets, lumpia, lau lau, poke- the flavors and sounds of the Hawaiian islands stay with me. I have made friends and kept in touch through Facebook which in turn exposes me to postings entirely written in Hawaiian. This then lead me to learning more Hawaiian. What I want to stress is that I have not merely sat in front of a computer, analyzing data in a sterile cold environment- but I have jumped into the whole scene, where the language is alive, used by the people who speak it, surrounded by the sights, sounds, smells and tastes of the environment. Language is alive- it’s organic, it is motivated by social exchanges and in order to study the language, it isn’t enough to take one part out of the whole- the whole needs to be embraced, observed, appreciated, and respected. It is my intent to present my research in a respectful manner, embracing what I have learned and love about the Hawaiian language and culture, the Pidgin language, and their beautiful melodies. iv Acknowledgements Great respect and Aloha for all those who helped me make this study possible. Mahaloz to all who helped make this a rewarding experience. To my supervisor Darin Flynn who was always encouraging and positive, thank you for your guidance. To my family, loving husband and beautiful children, thank you for your love and support and always making me laugh and who kept encouraging me and kept me sane. To Kent Sakoda and Lee Tonouchi who encouraged me to study Pidgin and whose dedication to the language has been inspiring. To Sam and Danrio who were always willing to help me out with Pidgin perspectives. v Dedication I dedicate this dissertation to my Mom and Dad. vi Table of Contents Abstract............................................................................................................................... ii Preface................................................................................................................................ iv Acknowledgements..............................................................................................................v Dedication.......................................................................................................................... vi Table of Contents.............................................................................................................. vii List of Tables ..................................................................................................................... xi List of Figures and Illustrations ........................................................................................ xii List of Abbreviations ...................................................................................................... xvii Epigraph......................................................................................................................... xviii CHAPTER 1: LANGUAGE BACKGROUND FOR HAWAIIAN AND HAWAIʻI CREOLE ENGLISH...................................................................................................1 1.1. Introduction..............................................................................................................1 1.2. Languages of Hawaiʻi: Hawaiian and HCE............................................................3 1.3. Native Hawaiian Language......................................................................................4 1.3.1 Syntax ................................................................................................................5 1.3.2 Phonological inventory ......................................................................................5 1.3.3 Syllable Structure...............................................................................................6 1.3.4 Word Stress........................................................................................................6 1.3.5 Intonation ...........................................................................................................6 1.4. Historical Sketch of Hawaʻi.....................................................................................7 1.4.1. Captain Cook Arrives....................................................................................8 1.4.2. Hawaiʻi: Trading Eras ...................................................................................8 1.4.3. Sugar Plantation Era......................................................................................9 1.5. Immigrant Groups in Hawaiʻi................................................................................11 1.6. The Language Act of 1896 ....................................................................................18 1.7. Hawaiian Revitalization 1960s ..............................................................................19 1.8. Hawaiian Creole English Language Description...................................................19 1.8.1. Syntax..........................................................................................................20 1.8.2. Vocatives .....................................................................................................22 1.8.3. Phonological inventory................................................................................22 1.8.4. Word Stress .................................................................................................24 1.8.5. Lexicon........................................................................................................24 1.8.6. New Word Compounds and Expressions....................................................26
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