DIVERSITY FROM DIFFERENT PERSPECTIVES
Featuring a panel of local Hawaii experts:
Friday, September 17, 1:00-2:00 pm, Keoni Auditorium
This panel provides an overview of language issues in Hawaii.
William Hoshijo, the Executive Director of the Hawaii Civil Rights Commission, has a long time commitment to civil rights and interest in language issues. He was co-founder (1983) and director (1984-1996) of Na Loio No Na Kanaka -- The Lawyers for the People of Hawaii, a non-profit public interest law office established to provide legal services to the immigrant poor. He also taught an Ethnic Studies course at the University of Hawaii entitled "Race, Class and the Law." Bill will discuss a range of language rights issues, including English-Only, suppression of Hawaiian language, language and accent discrimination, access to services for persons of limited-English proficiency, and state support and protection of Hawaiian language. He will look at language policy and law through the prisms of Hawaii's historical experience and legal cases.
No‘eau Warner and Laiana Wong were instrumental in the development of the Punana Leo (pre-school) and Kula Kaiapuni (K-12 schools) leading to over 1200 children participating in these Hawaiian immersion schools. No‘eau and Laiana are assistant professors of Hawaiian in the Dept. of Hawaiian and Indo-Pacific Languages and Literatures at the University of Hawaii at Manoa. No‘eau’s presentation is based on his Hawaiian language research and concern for pre- and in-service teacher training for the Kula Kaiapuni Immersion Schools. Laiana Wong explores how, with the resurgence of interest in Hawaiian language and culture, Hawaiian competes with Pidgin (Hawaii Creole English) to serve as the linguistic identity marker of Hawaiians. He holds that this is unfortunate because both face a common enemy. The English-only movement, that began to lose steam during the mid 1990’s, has been reincarnated as No Child Left Behind and continues to repress both languages.
Kent Sakoda and Lee Tonouchi will explore Hawaii Creole English (Pidgin) language and literature. Kent is the instructor of Pidgin and Creole English in Hawaii in the Department of Second Language Studies and co-convener for Da Pidgin Coup, a group of university and community experts who support research on Pidgin and advocate recognition of Pidgin in the university and wider community. Lee is a Pidgin (Hawaii Creole English) author, activist, and instructor. He has published Living Pidgin: Contemplations on Pidgin Culture, Da Word, and Da Kine Dictionary, co-edits the journal Hybolics, teaches at Kapiolani Community College, and often speaks with children at local schools about Pidgin.
LANGUAGE, LITERACY, AND CULTURE: MAKING THE CONNECTION
Sonia Nieto, University of Massachusetts, Amherst
Saturday, September 18, 12:00-1:00 pm, Keoni Auditorium
IMPORTANT NOTE: The above files are provided as a professional service in the interest of the academic sharing of knowledge. It is Dr. Nieto's work and should not be used without permission.
Language, literacy, and culture have not always been connected, either conceptually or programmatically, but this is changing as numerous schools and colleges of education in the United States are beginning to reflect a growing awareness of their intersection and the promise they hold for rethinking teaching and learning. This is particularly true in the case of language minority students because approaches using the native language - such as bilingual education - have often been viewed in negative ways. In this talk, I will use a sociocultural lens to explore a number of the connections among language, literacy, and culture, illustrating these links with examples from my own research and that of others, as well as the stories and experiences of young people in U.S. schools.
Sonia Nieto is Professor of Language, Literacy, and Culture in the School of Education, University of Massachusetts, Amherst. For over 36 years, she has taught students at all levels from elementary grades through graduate school. Her research focuses on multicultural education and on the education of Latinos, immigrants, and students of diverse cultural and linguistic backgrounds. Her books include Affirming Diversity: The Sociopolitical Context of Multicultural Education (4th ed., 2004), The Light in Their Eyes: Creating Multicultural Learning Communities (1999), Puerto Rican Students in U.S. Schools, an edited volume (2000), and What Keeps Teachers Going? (2003). She has also published dozens of book chapters and articles in such journals as Educational Leadership, The Harvard Educational Review, Multicultural Education, and Theory into Practice. She serves on several national advisory boards that focus on educational equity and social justice, including Facing History and Ourselves (FHAO) and Educators for Social Responsibility (ESR). She has received many awards for her scholarship, advocacy, and activism, including the 1989 Human and Civil Rights Award from the Massachusetts Teachers Association, the 1996 Teacher of the Year Award from the Hispanic Educators of Massachusetts, and the 1997 Multicultural Educator of the Year Award from NAME, the National Association for Multicultural Education. She was an Annenberg Institute Senior Fellow (1998-2000) and she received an honorary Doctorate in Humane Letters from Lesley College in Cambridge, Massachusetts in May 1999. More recently, she was named to the Críticas Journal Hall of Fame as the 2003 Spanish-Language Community Advocate of the Year.
Glynda A. Hull, University of California, Berkeley
Sunday, September 19, 12:00-1:00 pm, Keoni Auditorium
Click on the links to view Dr. Hull's keynote Powerpoint presentation (The many Quicktime movies that accompany the presentation have not been included because the huge files would take up too much space and tie up too much server time for downloads.)
IMPORTANT NOTE: The above file is provided as a professional service in the interest of the academic sharing of knowledge. It is Dr. Hull's work and should not be used without permission.
This presentation rethinks conceptions of what it means to be fully literate. We live in an age in which differences in our interconnected world grow ever more salient, even as we become increasingly aware of our own identities as multiple, and increasingly able to participate in the imagined realities of others. Also at this historical moment, technologies for multi-media, multi-modal authorship proliferate and challenge traditional understandings of reading and writing. In these times, a familiarity with the full range of communicative tools, modes, and media, plus an awareness of and a sensitivity to the power and importance of representation of self and others, along with the space and support to communicate critically, aesthetically, lovingly, and agentively, are paramount for literacy. Drawing on the development of a community technology center and an ongoing collaboration among schools, churches, and a university to cross digital, cultural, social, generational, spatial, and economic divides, I illustrate how children, adults, and youth from a community in Oakland, California are reinventing and invigorating what it means to communicate and to represent self and others.
Glynda A. Hull is Professor of Language, Literacy, and Culture in the Graduate School of Education at the University of California, Berkeley. Her research examines adult literacy in the context of work; technology and new literacies; and community/school/university partnerships. Her books include Changing Work, Changing Workers: Critical Perspectives on Language, Literacy, and Skill (SUNY Press); The New Work Order: Education and Literacy in the New Capitalism (Allen & Unwin; with James Gee and Colin Lankshear); and School's Out! Bridging Out-of-School Literacies with Classroom Practice (Teachers College; with Katherine Schultz). Recently Hull helped to found a community technology center in West Oakland, California, and there she collaboratively designs and studies multi-media composing with children and adults. The winner of UC Berkeley's Distinguished Teaching Award, Hull offers undergraduate and graduate courses on literacy teaching learning in and out of school.
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