Sunday, October 9, 2016

Breathe Life into the Chamorro Language

Breathe life in the Chamorro language
From 6 to 8 p.m. Oct. 10 at the University of Guam CLASS Lecture Hall, students in the Chamorro Studies program will organize an “Inadaggao Lengguahen Chamoru” or a Chamorro Language Forum. For this event, four senatorial candidates from each political party will be asked questions in the Chamorro language about pertinent island issues, and respond in the Chamorro language. The event is open to the public and refreshments will be provided.

Nowadays it is easy to forget that there are two official languages for this island, Chamorro and English. One of them has been here for a little over a century, the other for thousands of years. Despite changes that have taken place, the Chamorro language has probably been a part of this land, as long as it has hosted people. It is intimately tied to the natural world and it is the tongue that Chamorros have used to describe everything from typhoons to foreign invaders. In recent memory, one language has become dominant, while the other is increasingly quiet.

Due to overt efforts by the U.S. Navy prior to World War II to prohibit and discourage the use of the Chamorro language and postwar choices made by Chamorros to Americanize, the Chamorro language has been steadily declining. After surviving innumerable trials and tribulations, we can almost hear the end of the language on the horizon. Although the 20,000-plus speakers of Chamorro in the world today is positive compared to many smaller languages with just a handful of fluent speakers. Each successive census indicates that rather than stemming the tide of language death, we continue to lose tens of thousands of speakers.

The Chamorro renaissance, which has reversed so many formerly negative self-perceptions that Chamorros have of themselves, has done little to slow the decline of the Chamorro language. Chamorros no longer eagerly accept the idea that the primary value of their language and culture is that it can be sacrificed on the altar of American assimilation, but sadly this has not led to an increase of the number of Chamorro language speakers.

There are many factors that are affecting the decline of the Chamorro language, but the usual reasons that you will hear discussed around your average fiesta table aren’t the real villains. The Chamorro language isn’t being killed by Facebook, iPads, Netflix or anything of the sort. The Chamorro language isn’t dying because of a terrible laziness that afflicts the youth of today or a saddening unwillingness to learn their native tongue. The Chamorro language is declining because those who can speak Chamorro do not speak it to those who don’t, especially if they are younger than them. And furthermore, that who can speak Chamorro tend not to use it around those who can’t.

Observe your average Chamorro speaker and you’ll see this is true. Chances are good they will use Chamorro among those in their age group, especially if they are above the age of 60. But when it comes to interacting with those younger than them, even within their own family, you’ll see the amount of Chamorro drop dramatically.

Languages remain alive for a single reason; it has nothing to do with status, practicality or speaker community size. They are alive because they are passed on to the next generation.

There are still spaces in Guam where the Chamorro language remains strong and audible. There are still families where it is being passed on to the younger generations. But these spaces and instances are becoming fewer and fewer. As a result, the language becomes quieter and quieter.

Despite the dire state of the Chamorro language today, it is important to recognize that the language does not have to die. It is not destined for linguistic oblivion, existing only in recordings in the Guam Museum. It can be brought back to a healthy state again, but doing so requires far more than current efforts within families and within communities. As UOG President Robert Underwood argued during his keynote address at the Indigenous Language Conference during the Festival of Pacific Arts, you cannot just “håfa adai” your way to language revitalization. Given the deep tissue forms of colonization that convinced Chamorros that their language was useless in the first place, serious interventions are required to re-infuse value and reestablish a sense of linguistic integrity and practical flexibility.

It is common to see the decline of the Chamorro language as tied to technological or cultural changes, but that isn’t how languages work. Languages are adaptive, they can survive just about anything, so long as people continue to use them and pass them on to the next generation. The Chamorro language is disappearing because rather than adapting the language to the world around us, we have reduced the places where it has spoken, ceding more and more territory of everyday life to the realm of English, leaving Chamorro to feel stagnant and static in comparison. In addition to simply using it with our children and grandchildren, we have to expand the things we use Chamorro for and the places where it is natural to use it. This can mean pushing the Chamorro language to evolve in order to be able to accommodate shifts in technology or popular culture, but also use community outreach or public mandates in order to increase the number of places where Chamorro can be used or heard.

Electoral politics was once a place, in the 20th century where the Chamorro language thrived. From pocket meetings to the speeches on the floor of the Guam Legislature, whereas English was the formal language of politics, Chamorro was a necessary companion, feeding a vitality into campaigns. Take, for example, this passage from Pedro C. Sanchez’s "Guahan/Guam: The History of Our Island":
The 1956 election was the first tie that a real contest for legislative seats was experienced on Guam … Popular Party meetings went into the wee hours of the morning. They stayed until they heard Senator James T. Sablan of Agana Heights deliver his nightly “bombshell” blasting the leaders of the Territorial Party slate. His attacks ranged from hilarious uses of the Chamorro and English languages to malicious attacks on his opponents. But the crowd loved it and would disperse only after he finished at 2 or 3 o’clock in the morning.
As the number of Chamorro speakers has declined, the number of fluent speakers among our elected leaders has dropped as well. Pocket meetings used to be filled with speakers who would politick in the Chamorro language, but even their numbers are dwindling. Political events will feature common Chamorro phrases, perhaps a single speaker who will emphasis the use of Chamorro, but other than that, politics are now English with local flavor.

The Inadaggao Lengguahen Chamoru is an attempt to push back against this Chamorro decline and stagnation. It is a symbolic intervention aimed at expanding the borders of what we’ve come to commonly associate with the Chamorro language. To help Chamorros of all ages see that the language is so much more than tattoos, T-shirts or food words. But that it will only have as much value, as much life as we breathe into it through our use of it.

Michael Lujan Bevacqua is an author, artist, activist and assistant professor of Chamorro studies at the University of Guam.

Friday, August 26, 2016

Saving a People




Sunday, March 20, 2016

Saving a People and Their Culture Through the Perpetuation of a Language …

Nasion Chamoru


The CHamoru culture is being revived and with great enthusiasm! 

I find it fascinating to see that the CHamoru language to many CHamorus abroad especially in the lower 48 states in the U.S. find their native language of Guåhan and the Marianas as a “secondary language.”  But with much praise to all those past and present who continue in teaching the language to those “willing to learn” their native language using all forms of medium available to spread the knowledge.

As I drive on the freeway or in city streets, I notice more and more car stickers with words or symbols only associated with the CHamorus of the Marianas.

Makes feel good to see that many of the vehicle owners are between Gen X (Generation X) or a Millennial.

Some of the common symbols used are the fish hooked used more commonly now as pendants on necklaces, or the silhouette of the Island of Guåhan. 
Others sport symbols such as the Latté and Tåsa or a silhouette of a masculine male with his hair at a half-notch.  The most popular symbol is that found in the center of the national flag of Guåhan with the
sakman out in the water just off shore.
The words used in some cases are; Håfa Adai; Håfa?; Fokai; Chamorro; or CHamoru.

Regardless of what symbol or words I find on these
vehicles, the answer as to what People claims the vehicle is clear, “They are CHamoru.”  It doesn’t bother me if they were born abroad, rather it makes one quite happy to know that the descendants whom have left the island for whatever reason have found some form of identity and are proud of it.  And for that we should all be proud.

Recently, I have seen more spirited efforts both on island and off by CHamorus in undertaking much effort in teaching both the native language and more recently the written form of the language.

Although the efforts must be commended, many traditional CHamorus whom grew up speaking the language feel that the written language would only divide the people into sects.  As many I have spoken to in the region have mentioned, “Tåya adai na mafa’någué ham taimanu ma’tuge’-påpa' i lenguåhita’.”  Others believe that this should actually help perpetuate the culture and its People by doing so in teaching a written version of the language.

Not personally taking sides on the issue, I must admit that descendants of the Ancient CHamoru and Native to the Marianas region should be proud that an effort is being undertaken and with such vigor and enthusiasm.

Speak it! Teach it! Practice it daily!  Even if by only comprising a simple sentence that you can use to teach your descendants, your forefathers and mothers will be proud to see that you’ve taken that time in passing a legacy that has existed for thousands of years and that their legacy will continue to live even in a highly technological environment!
Si Yu’os Ma’åsi Afanelos…

Saturday, August 20, 2016

Keeping Chamorro Alive

Keeping Chamorro language alive
by Haidee V. Eugenio
Pacific Daily News
August 20, 2016

Chamorro speakers on Guam are dwindling.

“I speak Chamorro and I want my children and husband, all born here, to also know how to speak the language. We’re hoping to close the gap,” Kayla Lujan-Espinosa, 27, said as she cradles her 3-week-old child and looks after her 4-year-old son at a community presentation on a draft master plan for a Chamorro immersion school program.

She and her husband Rufo, 30, have three young children they want to understand and speak Chamorro. The Lujan-Espinosa family is one of many whose members are born and raised in Guam, yet many of them don't understand, much less speak, Chamorro.

“From 1990 to present, we probably lost about 10,000 Chamorro speakers,” said Jimmy S. Teria, school program consultant with the Guam Department of Education’s Chamorro Studies and Special Projects Division.

“When I heard about a proposal to have a Chamorro immersion school program, I thought this will help my family learn the language,” said Kayla Lujan-Espinosa, who's originally from Saipan, a teacher at Talofofo Elementary School.

Despite their busy schedule, the family took the time to attend a presentation Wednesday at the Yona/Talofofo Senior Citizens Center in Talofofo on a draft Chamorro Immersion Master Plan developed by the Guam Department of Education’s Chamorro Studies and Special Projects Division. The draft plan is available for public review, input and participation.

No new generation

Most Chamorro speakers, Teria said, are over age 55, so they are considered a part of the older population.

“We haven’t created a new generation of speakers,” said Teria, one of the leading proponents of a community-driven Chamorro language immersion school program. He said the program would complement existing Chamorro language programs on the island.

Teria said the data is based from the U.S. Census of 1990, 2000 and 2010, which show the number of Chamorro speakers declining from 34,598 to 25,827. He said between 2010 and 2016, thousands more have been lost, bringing the estimate to 10,000.

“According to statistics, if you don’t have a younger generation speaking the language, your language is endangered. It’s very endangered at this point," he said.

Teria also cited the results of a survey done by Pa’a Taotao Tano in 2010.

“There is an indication from the data that the under-18 group struggles the most with the Chamorro language in overall comprehension,” Teria said. 

Dying, but not dead

Rosa Salas Palomo, another proponent of a language immersion program and chairwoman of the Guam Academy Charter School Council, said the time is now to slow down or reverse the decline in the number of Chamorro speakers.

She said community involvement is a key factor in making this happen.

“The Chamorro language is dying, but it’s not dead in Guam,” Palomo said. “We want it alive. It is still viable. We want it used in every aspect of the community.”

The draft plan, according to Teria, resulted from a community survey completed in March 2016 to gauge interest in a Chamorro language immersion program. There were 164 unique respondents and 88 of those agreed or strongly agreed that they would enroll their children at a school where only Chamorro is used for teaching, learning and socializing.

Teria is encouraging families, individuals and groups interested in reviewing or providing input to the draft plan, or learn more about the proposed program, to contact him at 300-5048 or 483-3713.

Monday, August 15, 2016

New Chamorro Immersion Program

Chamorro immersion program ensures Guam's language isn't lost
by Isa Baza
8/15/16
KUAM News

With fewer and fewer children speaking the Chamorro language every year, the Guam Department of Education is stepping up to create a Chamorro immersion program that may help keep our island's native tongue fresh in the minds of Guam youth.

"Right now based on a lot of the surveys we've done throughout the years, we don't have any speakers, we don't produce speakers, so our intention with this master plan is to produce speakers for our next generation, so when they're done with their schooling, they're able to survive using the Chamorro language," explained Division of Chamorro Studies acting administrator Rufina Mendiola. She said her department has developed a draft Chamorro immersion master plan, which aims to teach students exclusively in Chamorro.

"We need to have the science teacher speaking only in Chamorro, the math, the basic content that every child needs to learn in the classroom but it's going to be all immersed in the Chamorro language," she added.

The draft plan is a result of a survey of both parents and students conducted last school year. Mendiola said, "And based on the results, a lot of the questions had to do with - if we had an immersion master plan in place for the department of education, are you going to have your child attending - there are a lot of parents that are interested."

She said the program would address weaknesses with the current program, including a lack of sufficient instructional time.  "We're very limited right now, for example in elementary and teaching of the Chamorro mandate, we have twenty minutes a day for the K-2 and 30 minutes for 3-5, it's very limited," she added.

She hopes to produce a finalized plan later this year, and possibly begin a pilot program at the elementary level in School Year 2017-2018. However community support is essential. For those interested in learning more about this plan you can attend a community presentation scheduled for Wednesday at 6pm at the Talofofo Senior Center.

Thursday, June 2, 2016

Language Survival Requires Speaking


Underwood: Chamorro language survival requires speaking
by Jerick Sablan
Pacific Daily News
5/31/16

University of Guam President Robert Underwood last week gave a powerful message to Chamorros on how to create a community of speakers.

Underwood was a keynote speaker for the Festival of Pacific Arts Indigenous Language Conference held at the university.

“You can’t Hafa Adai yourself to a Chamorro speaking community,” he said.

Knowing just a few words in Chamorro, Underwood said, isn’t going to create a community that speaks Chamorro, nor is “imagining” it will happen 50 years later — referencing the governor’s Imagine Guam initiative, a plan developed by community members that outlines where the island should be in half a century.

Chamorros must learn and speak the language now for the language to strive, Underwood said.
“It’s that simple,” he said.

United Nations Educational, Scientific and Cultural Organization, or UNESCO, has included Chamorro on its list of languages in danger of extinction.

Underwood said it’s “absolutely” possible for Chamorros to pick up the language, even if they are older. It just takes effort to do it, he said.

“I wish I had happier news,” Underwood said. “I’m afraid we don’t.”

The university president said when he was growing up, he would hear Chamorro spoken on the streets, and everywhere it was common.

Today it isn’t so, Underwood said.

“It’s sad what’s happening,” he said.

Underwood has been an advocate for the Chamorro language for many years. He said he was surprised when he came back to Guam after living in the states for some years and discovered he knew the language better than some of his peers.

He was able to use Chamorro despite being out in the states because his mother would pretend to not speak English when salespeople came to their home. He said it was a game he and his mom played and it helped him learn a lot of Chamorro.

Much of the loss can be attributed to Chamorros thinking that English would help them succeed in life, he said.

It’s important to understand Chamorro language in the context of historical development, Underwood said.

For example, the Chamorro word for avocado, alageta, comes from the old American term alligator pears.

“It’s a wonderful story,” he said.

He said the conference was important, not so much to rediscover who islanders are, but to know that everyone has a certain set of historical experiences.

Paul Paton, from First Languages Australia, who also attended Friday’s conference, said his organization is helping keep indigenous languages alive in the country.

Australia is home to many endangered languages and the group’s hope is to help them revive and thrive, he said. They have more than 20 language centers and have great support from the government, he said.

Thursday, March 24, 2016

Chamorro Language Mobile Apps

Mobile Apps Aim To Help People Learn Chamorro Language
Guam groups release ‘Speak Chamorro,’ ‘Learn Chamorro’ apps

By Jerick Sablan

HAGÅTÑA, Guam (Pacific Daily News, March 19, 2015) – New technology is expanding the ways people can learn Chamorro.

Two groups recently created mobile apps to help people learn the Chamorro language. The Young Men's League of Guam released the "Speak Chamorro" app last week, and Troy Aguon, publisher of Learn Chamorro, a digital publication that helps people learn the language, said the "Learn Chamorro" app will be released soon.

'Speak Chamorro'

The "Speak Chamorro" app from the Young Men's League of Guam is available on Google Play and is expected to be available in Apple's App Store as soon as it gets approved, Young Men's League of Guam Public Affairs Officer Wil Castro said. The app is free to download.

The app features a Chamorro word of the day with the definition and the use of the Chamorro word in a sentence with the English translation.

The Guam Department of Education Chamorro Studies Division is a development partner for the app, Castro said.

Ron Laguana, administrator of the division and member of the league's board of directors, assists the league by providing the content used in the app, a release from the league states.

Castro said the app was prioritized to celebrate Mes Chamorro, or Chamorro month, and to celebrate the league's centennial anniversary coming in 2017.

So far the response to the app has been good, he added, and the league also has received ideas to improve it.
The group already is looking into improving the app by adding more features, such as pronunciation, conversation pieces and others, Castro said.

The technical developer for the app is local company Niche Creative, he said.

'Learn Chamorro'

For Aguon, the "Learn Chamorro" app started six years ago when he was looking for tools to help teach his kids how to speak Chamorro. There weren't many tools available then so he created the Learn Chamorro DVD and then went on to create other tools such as his website and, now, the app.
The app's demo was completed Dec. 24, he said.

The "Learn Chamorro" app is kid-focused with a game that uses images and words to help children learn Chamorro.

Aguon said the app is made for kids because they are the ones who will keep the Chamorro language alive.

The app also has audio, so a user can click on a word and hear its pronunciation, Aguon said.
It also shows a user's game score and has a share feature so users can post on social media.

Aguon said he plans to have an islandwide competition for kids using the app, in which they can win prizes. Weekly competitions with prizes also are planned.

The app's features include a dictionary, important phrases and a podcast on Guam history. The dictionary will include Chamorro-to-English and English-to-Chamorro translation.

The app also will have installments and updates that will increase the number of features available, Aguon said.

Learn Chamorro is working with local company Onlink to develop the app, he added.

"All the sponsors of this app have stepped up to promote, preserve and perpetuate the beautiful Chamorro language and culture," he said. "Not just during Mes Chamorro but all day, every day, all year long."

The "Learn Chamorro" app will be free to download, he said, because of support from generous sponsors.

Pacific Daily News
Copyright © 2015 Guam Pacific Daily News. All Rights Reserved

Monday, February 22, 2016


CNMI students win big in Chamorro language competition
Posted on Mar 12 2015
The Saipan Tribune
 
CNMI students were some of the top finishers in this week’s Chamorro language competition at the University of Guam from March 9 to 10.
For the middle school sinangan/oratorical category, Chacha Oceanview student Breanna Camacho placed first. In second was a student from Guam. In third was Hopwood Junior High School’s Terry Ann Terry.
The category’s theme was “I Fino- Chamoru.” It required students to write, memorize, and speak on this theme.
For the poetry category, students recited a Chamoru language poem provided by the “Inachaigen Fino’ Chamoru” organizing committee.
In first place was Chacha Oceanview student Genzol Gonzales; a Guam student placed second; Hopwood Junior High School student Joshalyn Flores placed third.
For the Tinaitai Koru/Choral Reading, the Tinian Elementary school team placed third.
For the Lalai/Chant category, Hopwood and Chacha Oceanview, placed second and third, respectively.
For the profisiente (proficiency) category, students competed in reading comprehension, impromptu reading, and oral impromptu task completion rounds. Under this competition, Marianas High School students Balbina Concepcion and Kenaleen Litulomar placed second and third, respectively.
For the reading comprehension round, students read a selection and wrote answers to questions. For impromptu, they read aloud a brief passage or poem given to them 15 minutes before.
For the final impromptu round, a student is given a practical task using Chamoru language and behavior.
For the high school poetry recitation category, Marianas High School student Winfa Rabago placed second.
For the Kakanta na Palao’an/Female singer category, MHS student Riannalyn Manabat placed second.
For the male singing category, MHS student Jose Carreon placed first.
For the singing category, students had to wear their own Chamorro costume. Songs could be original or from another artist, but had to be in Chamorro, not bilingual and not translated from an English song.
For the inentepeten kotturan egge’/dramatic cultural interpretation, MHS placed first. Under this category, students acted out an original skit based on this year’s theme of “The Story of Latte.”
For the kanta yan baila/song with dance category, MHS placed first. Under this category, a group of students sang and danced to a song in the Chamorro language.
For the kantan chamorita/chamorita style of singing category, MHS placed first, beating John F. Kennedy High School from Guam. Under this category, a couple or group of students sang a back and forth between each other. It was a style of singing where a statement is made to be challenged, agreed upon, or rebuttal motivating a response.

Wednesday, February 3, 2016

Gåyu, Gåyu...Chamorro Political Wisdom




Gåyu, Gåyu…
by Michael Lujan Bevacqua
The Guam Daily Post
1/27/16

While watching a speech by Republic US Presidential candidate this week I found myself yelling at my computer screen in Chamorro, “an meggai sinangan-mu, meggai dinagi-mu lokkue’!” This Chamorro saying is tied to a belief that those who tend to tell the truth, tend to say less. While those who talk a lot, lie a lot and are trying to sell you something. The truth usually takes less words to express than a lie.

While I have been following the US Presidential election closely for months, it dawned on me in that moment that 2016 is also an election year in Guam, at least for mayors, senators and non-voting delegates.

In the spirit of my yelling a Chamorro saying at Donald Trump, I sat down to think about what other Chamorro sayings that I’ve collected in my research might have some relevance to selecting leaders on Guam. In this column I’ve put together seven sayings in Chamorro that you might want to consider when casting a vote this year. As a disclaimer, these are my interpretations of the sayings and openly acknowledge that there other ways of analyzing them.

1. Tåya’ apasi-ña i Yine’ase

Translation: “There is no reward for being merciful.” Every political candidate will say they are running for office “para i taotao” or for the people. But how much can people trust this assertion? This saying is a reminder that those who truly seek to help people, should not want to be rewarded for their efforts. Should we judge potential leaders not only based on what they can accomplish, but also their intentions and the direct or indirect benefits their receive through their actions? What doe this say then about leaders who use their power to give money, jobs or contracts to their supporter or their family members?

2. Tåya’ pinekkat sin fegi

Translation: “There are no steps without footprints” This saying can mean many things, but it reminds us that there is no path that does not leave a trail, and that no one is without sin, or perfect. It is understandable that we expect much from our leaders, but what should our standards be, short of perfection? What kind of mistakes are acceptable? What kind aren’t? Should we forgive them? Or is one serious mistake, one too many?

3. I taotao ni’ tumungo’ sumalamångka, ha suhahåyi i barångka

Translation: “A man who knows how to roll, will avoid the bumps” The previous two sayings dealt with idealized conceptions of what a leader should be, but what if we were to be more practical. As this saying suggests, should a good leader be someone who isn’t just virtuous on the inside, but someone who is effective in the political context? Should a leader be someone, who in their actions and with less emphasis on their motivations, is able to work the system to accomplish things? Does this imply that there is no timeless quality to a leader, but it is instead dependent upon the variables of a historical moment?


4. I che’cho’ palao’an, tåya’ nai munhåyan

Translation: “A woman’s work is never finished” Given the Western ways that we have become accustomed to think in, it is easy to think of leaders as being masculine or primarily men. In Guam however, women traditionally held leadership roles, although this has changed significantly with the arrival of the Spanish and Catholicism. That historical power has manifested in the political realm in Guam, despite the way it has been weakened by various forms of patriarchy. Compared to most societies in the world, Guam has notably high female representation in elected positions. Should this reality, or the additional struggle that women face when seeking a leadership role in society affect how people vote?


5. Cha’-mu fañaluluda ni’ ti tihong-mu

Translation: “Don’t salute with a hat that isn’t yours.”  In the world of politics, praise and blame are everywhere, and the game seems to be, winners are able to hoard all the praise and the losers end up shoulder all the blame. In order to build their reputations leaders have a tendency to exaggerate their actions and sometimes outright steal credit for things that they aren’t really responsible for. In this saying, we see that it is not only wrong for someone to take credit for something they don’t deserve, but perhaps you should avoid giving credit to those that don’t deserve it. This can be difficult in practice however as people tend not to have good memories and also forget to ask good critical questions.

6. Yanggen guaha prublemå-mu tachu ya un fana’. Mungga manangga esta ki
pinalo’po’ hao.

Translation: “If you have a problem, stand and face it. Do not wait until it has overwhelmed you.” Decisiveness or the ability to act quickly and swiftly when it is deemed necessary, can be a defining quality of a leader. Action can always be put off until later, change can always be delayed, but at what cost? A good leader may be the one who can see that something must be done now, and work to help others see that need.

7. Yanggen taotao sin orna, esta sin tåya’ bali-ña

Translation: “If a man is without honor, he is not worthy of anything.” Is a sense of honor, or principle the core quality of a leader? Does this mean that he or she will act in ways that might even defy or challenge those around them? On the surface this quote seems very simple, but in practice it is difficult to perceive. Confucius argued that a good leader is like the northern star, a unchanging virtuous light that through its constancy compels others to follow it. The problem with this is that most people who look at the night sky don’t know which is the north star, and in the way might not recognize someone who is leading based on principle rather than pandering or hiding their agenda.


Sunday, January 3, 2016

Language Life/Language Death


Life or death for languages

December 23, 2015 - 06:47

Can languages be resurrected from the (almost) dead? Or is it fine for them to follow in the footsteps of some other languages and die a “natural” death?


All languages evolve and change. Some merge, and some split into distinct dialects or even separate languages. And in this evolutionary process, some languages die out.
How do languages die?
“A language has to be spoken by young people, preferably across several parts of their lives, to remain a living language,” says Øystein A. Vangsnes. “Children have to learn it as they grow up and use it in their daily lives,” he says.
When this no longer happens, individuals lose their mother tongue competency. Fewer and fewer people use the language, until no one is speaking it in their everyday lives. Then it eventually dies out.
Vangsnes is a language professor at the University of Tromsø, Norway's Arctic university. He has researched the Pite Sami language, which lost its last native speaker in Norway sometime in the 1960s. Only around 30 people still speak this Sami language in Sweden.
To revive or not to revive?
Can we prevent small languages from disappearing before it gets to that point? Or should we come to terms with the fact that languages will die, as they have done throughout history?
Vangsnes says that depends on how the language is lost. It’s one thing when languages change over time, and another when a minority group is deprived of their language.
Several factors must be present to keep a language alive, he says.
For one, society at large needs to help by saying that the language is important, and encourage its use in natural contexts. “Learning a language in school or as an adult isn’t the same,” says Vangsnes.
Languages can be lost when parents don’t pass them on to their children or don’t recognize the importance of their own language.
“Language is a very important expression of culture. If you lose it, you lose part of your culture and identity,” Vangsnes says.
Use language at many levels
The more places people use a language, the stronger a role it plays. Children will only continue using the language if they have enough opportunities to speak it. A home language that only the family speaks is more endangered than a language that is used in the community, and a regional language has even more influence.
“And if the government intervenes and designates it as an official administrative language, that can give it status and make more people want to use the language,” says Vangsnes.
He gives Wales as an example. Welsh had low status and was little used, but now people have regained their pride in the language.


Visibility is important, and signs have high visibility. Signs in the Sami language have for years caused debate in Norway’s Nord-Norge province. They have great symbolic importance, says Vangsnes.
Write it down
The written word is vital for communication in our day and age. Books can help children learn the language. A written language helps keep it alive and signals its status.
Lack of a written language has been one of the problems facing the Pite Sami language. Only recently has a group that speaks this little language collected words and written them down. Researchers have made an electronic dictionary available.
But it may be too late for the highly endangered language. Last century’s government Norwegianization tactics, forcing the Sami to speak Norwegian, hit the sparsely spoken languages the hardest. Swedish Sami peoples were similarly affected.
The forced relocation of Sami in the early 1900s was another death knell for the language, because the more widely spoken Northern Sami exerted pressure on small languages like Pite Sami. The authorities also closed the borders so herders could no longer wander freely with their reindeer between Norway and Sweden, says Vangsnes.
Rising from the dead
It is inevitable that languages die out, according to Vangsnes. The biggest languages dominate.
“Languages don’t have static sizes. Some die, others live on in new forms,” he says.
But sometimes it’s possible to revive a language that has been absent from everyday speech. Hebrew is an example.
It had no more native speakers and existed only as Judaism’s sacred language. When the state of Israel was established, Hebrew became an official language there and now it has millions of “first language” speakers.
Number of languages growing
“We study extinct languages to find out what words people used in the old days and how language evolved. For example, nobody talks Gothic anymore but we use our knowledge about it to understand how modern Germanic languages have evolved,” Vangsnes says.
So even if Pite Sami dies out, as pessimists predict, the language glossary that has been created will live on as a cultural monument and will be useful in research, he says.
UNESCO has recorded the disappearance of at least 230 languages since the 1950s. And yet the number of languages is actually growing in scientists' databases, with over 7,000 registered in the world as researchers become aware of more languages. Researchers also use new knowledge to define as separate languages what previously were considered dialects.

Sunday, December 13, 2015

Puengen Minagof Nochebuena 2014

Puengen Minagof Nochebuena
by Michael Lujan Bevacqua
December 3, 2014
The Marianas Variety

THE Chamorro Studies Program at the University of Guam organizes numerous events and programs each year. We host or co-host forums, such as the female candidate forums and sexual harassment forums held earlier this year. We offer Chamorro language classes and over the past year Chamorro dance and weaving courses. We hold regular colloquia where people speak on issues important in a contemporary or historical sense to the Chamorro people, including last year’s “The Chamorro Experience gi Fino’ Chamorro” a lecture series in the Chamorro language. But amidst all these activities there are two primary events that the program organizes each year, I Inachaigen Fino’ CHamoru or the Chamorro Language Competition, each March on Charter Day and Puengen Minagof Noche Buena, a Chamorro Christmas celebration each December.

This year’s Puengen Minagof Noche Buena will be taking place this Friday, Dec. 5 starting at 5:30 p.m. in the Humanities and Social Sciences building atrium at UOG. It is a collaborative effort of the instructors and students for all the Chamorro languages classes at UOG in the Fanuchan’an (fall) semester.

Normally, the evening features a bilen-making competition, however this year is different. A bilen is a Nativity scene, usually featuring a baby Jesus, Mary, Joseph, some shepherds and the Three Kings (Wise Men). Nowadays many people buy a set or use a set bought in previous years, but in the past a family would collect moss and wood from the jungle and build the scene themselves. In the past, classes would use found objects and natural or recyclable materials to build their bilens and they would be pitted against each other to see whose was the best. The competitive aspect will still be present this year, but instead students will be constructing latte stones. They will still have to use natural and recyclable materials. Judges will be scoring the latte stones in the following categories: Most Beautiful, Most Relevant to the Theme and Most Creative. There is an additional category where those attending Puengen Minagof will be able to vote for their favorite in the People’s Choice Award.

A must for each Puengen Minagof is the enjoying of Chamorro Christmas songs. Students will be singing a wide variety of songs both traditional and more contemporary. Come and join UOG students and sing along to old favorites such as “Dandan i Pandaretas” or “Kantåyi gui’” or “Ta Falågue Sahyao.” You can also hear contemporary Christmas songs such as “Rudolph the Red-Nosed Reindeer” or “Jingle Bells” and “Silver Bells” translated into Chamorro. Here’s an excerpt of Rudolph the Red-Nosed Reindeer or “Rudof” translated into Chamorro:

Rudof agaga' i gui'eng-mu/ lålamlam kada puengi,/ ya kada ma attan i gui'eng-mu,/ sigi hao di ma kasse,/ todu i mangga'chong-mu,/ sigi hao di ma kasse,/ sa' hågu ha' nai na binådu,/ sasahnge yan na'ma'se'.

I am proud to present that for this year’s Puengen Minagof, we will also be featuring Chamorro weaving demonstrations. This semester the Chamorro Studies program has been working with the group Pa’a Taotao Tano’ to offer a class in Chamorro weaving. For the past few months, students in the course have been learning how to weave items such as the gueha (fan), katupat (rice pouch), guafak (woven mat), piña (pineapple), puti’on (stars), ala (basket) and tuhong sakman (canoe hat). The instructor is Art Pangelinan from Pa’a Taotao Tano’, who has been teaching the students to weave with both hågon niyok (coconut fibers) and akgak (pandanus fibers). The students will be presenting the items they have learned to weave this semester and also be offering some demonstrations for those interested in trying their hand at a kaputat, a puti’on or a apacha’ (grasshopper).

There will be other displays and demonstrations, including the screening of Chamorro language film projects by students and the introducing of a new virtual dictionary website. Professors Gerhardt Schwab and Rosa Palomo of UOG have been working on developing a virtual database and learning resource for the Chamorro language. Students in CM301, or Advanced Chamorro, have been working this semester to add words, dialogues, grammatical lessons to the website which will hopefully be launched sometime next year. Rosa Palomo has been teaching Chamorro at UOG for many years. Gerhardt Schwab is actually a social work professor at UOG, but recently declared himself a Chamorro Studies major and has since returned to school to learn the Chamorro language.

Finally, what is perhaps the most exciting aspect of Puengen Minagof for people is the food. This year’s table will feature a variety of exciting types of buñelos, or donuts. According to the students coordinating the table, there will be buñelos dågu, buñelos aga’, buñelos månglo, buñelos kalamasa, buñelos kamuti, buñelos manha and perhaps several other surprises. 

I want to thank Dean James Sellmann of the College of Liberal Arts and Social Sciences for hosting the event. I also want to congratulate the fafa’na’guen Chamorro at UOG for all their hard work in making this event happen: Sinora Palomo, Sinora Flores, Sinora Mendiola, Sinot Franquez and Sinot Benavente. They are all part-time faculty who are dedicated to the promotion and protection of the Chamorro language and each year organize wonderful events like this to that end.

Biba Puengen Minagof! Biba Chamorro! Biba UOG!

Wednesday, December 2, 2015

Maisa, the Chamoru Girl Who Saved Guam

Friday, 27 November 2015

GDOE Presents "Maisa The Chamoru Girl Who Saves Guåhan"

Written by 
The Pacific News Center 

The film is produced by the GDOE Chamorro Studies and Special Projects Division, and Twiddle Production and is 100% federally funded by US Department of Education Consolidated Grant,Title V.
Guam - The Guam Department of Education is excited to announce that "Maisa The Chamoru Girl Who Saves Guåhan", an animated film in the Chamorro language will have its premiere to the general public on Dec 12, 2015 at the UOG Lecture Hall.

The film is produced by the GDOE Chamorro Studies and Special Projects Division.

You can view the trailer at the following link:https://vimeo.com/146631622.


Videos to Boost Interest in Pacific Languages


Saturday, October 24, 2015
Item: 9463
AUCKLAND (Pacific Media Watch): Loss of language is still a major concern for Pacific communities. With another year of language week celebrations almost over, the Auckland University of Technology has produced a series of videos to promote the languages.
Community engagement manager at AUT’s Manukau campus Jody Jackson-Becerra said the series urged young people to get involved.
“In the past lots of different cultural activities have been done, which doesn’t necessarily reach many people. And so doing the videos and encouraging our Pacific students to attempt to speak a language, even if they were not confident, was a great way to promote the language.”
The project also gave way for topical issues other than languages to be addressed, like in the Tuvalu language story.

The issue of climate change was highlighted, which has sparked interest in other Pacific youth.
One of these youngsters was AUT student Cythia Patali, who featured in the video.
'Good for us'

“I’m also a Pasifika student and I understand what they’re coming through and also it’s good for us to understand their background as well,” she said.

“For me, I’m Samoan and I like to understand other cultures and backgrounds.”
Tongan student Mabel Muller also understands the value of language.
“Language is a precious commodity for any culture and in order to break down barriers between generations and different cultures we’ve got to know the language,” she said.
“For a language to die out, that’s basically the most important element of a culture, so once the language dies out everything else is going to follow.”

The last of the language weeks puts Tokelau in the spotlight starting tomorrow.


Community engagement manager at AUT's Manukau campus Jody Jackson-Becerra ... youth engagement vital. Video: Pacific Media Watch

Sunday, November 8, 2015

Dictionary for a Dying Language



This 81-Year Old Wrote a Dictionary to Save Her Tribe's Dying Language
Anna Culaba
http://www.ryot.org/native-america-wukchumni-dictionary-language-extinction/855101

Even though it seems like the English language has pretty much given up on life, it’s more alive than ever as we add more and more words like “selfie” and “YOLO” to our vocabularies. But do you know that we are losing about one language spoken around the world to oblivion every two weeks?
According to the United Nations, there are almost 7,000 spoken languages in the world and, by the year 2100, we will have said goodbye to more than half of them. Here in America, the New York Times reports that more than 130 Native American languages are currently at risk and 74 of those languages are “critically endangered.”

One likely language to die out is that used by the Wukchumni tribe. Today, there are only about 200 Wukchumni members left, and only one of them can speak their language fluently — Marie Wilcox.
Fortunately, Marie is doing all she can to preserve her tribe’s language. She learned to use a computer so she can create a Wukchumni dictionary. Pecking away at her keyboard day and night, Marie worked for seven years to ensure that her culture will live on.

In the year 2100, when almost half of the languages in the world are lost, we will still have the Wukchumni language thanks to Marie Wilcox’s dedication.

Wednesday, October 28, 2015

ChaNoWriMo 2013

"ChaNoWriMo"
by Michael Lujan Bevacqua
Marianas Variety
11/6/13

IN THE writing world, November is a special month, although a generally crazy one.

It is known as NaNoWriMo or National Novel Writing Month. During this month all of those who have a passion for writing are encouraged to cast caution into the wind and blitz out the novel they have always dreamed of writing. It is something anyone, from any walk of life can participate in. All it takes is commitment and time management. The link for the website where you can sign up is nanowrimo.org.

For those who take on the NaNoWriMo challenge, the number 50,000 signifies both a hated overseer and a inspiring target. As this process is about getting those who want to write, to write, everyone is given a target – 50,000 words – they are to reach by the end of the month. Over the course of November you are to type out 50,000 words of your chosen story.

Since the target is all that matters you are not encouraged to edit and rewrite as you write, but simply charge forward until you finally scale that 50,000 word tall peak. The rest of the year can be spent tweaking and rethinking, but November is purely for writing. So you take your idea and see whether it can take you to 50,000 words or not.

I participated last year and used November as a chance to start a story I had always imagined but never gotten around to really fleshing out. My story was titled “The Legend of the Chamurai” and takes place over 600 years after a great warrior makahna, or spiritual fighter, receives a vision foretelling the doom of her people. Along the way, conquistadors and Japanese samurai make appearances. Ferdinand Magellan appears in a cameo at one point.

As Ancient Chamorros believed in ancestral worship as their religion, they saw the world around them as filled with the spirits of their ancestors. These spirits give guidance and good fortune, and so my story tries to give life to this possibility, placing the worlds of the living and the dead side by side. Makahnas (today known as suruhanus) have the ability to harness the power of the spiritual world and cast spells, summon monsters and create shields of protection.

Famous taotaomo’na figures such as the white lady and Gadao are there, as are lesser known spirits such as Anufat and Gamson. Even the infamous trickster spirit Ukudu plays a role in the story.

I reached my goal of 50,000 words and have been eagerly awaiting November so that I can continue my story.

This year is different however, because I am currently the program coordinator for the Chamorro Studies major program at the University of Guam. The purpose of the program is to preserve, study and promote the knowledge, language and culture of Chamorros. So this year’s NaNoWriMo has a visibly local twist for me, and I am encouraging people to join me and participate in ChaNoWriMo, or “Chamorro Novel Writing Month.”

Participating in ChaNoWriMo is just as easy as NaNoWriMo, with one expected difference. For NaNoWriMo you can write about anything, for ChaNoWriMo, you have to take special care to weave throughout your story things that are representative of Chamorros. In other words, write a story that will use the Chamorro language, history and culture as core parts of how the plot unfolds.

This can mean that you write a story entirely in Chamorro, or it can mean just the dialogue is in Chamorro. Or it can just be a promise to use Chamorro words as much as possible in the dialogue or the text.

But these sorts of things can be incidental; the inclusion of a minor character from Guam, the use of “Hafa Adai? here or there, or as most films and novels do it, just the mention of Guam randomly at some point. For those who want to participate in ChaNoWriMO, you have to go a bit further. You have to really find a way to creatively represent Chamorros. This means finding a part of the Chamorro story or the Chamorro experience that doesn’t receive as much attention and highlighting it. Or it can mean taking something that people are already familiar with and writing about it in a completely new light.

For example, I am looking forward to someone updating the traditional “suruhanu/suruhana” figure. Suruhanus can help people in many ways. They have natural remedies, sometimes offer midwife service, can be experts at massage, and can also be our link to the spiritual world. When you are at a point where an illness seems to have no cure or where some supernatural mystery cannot be answered, you turn to a suruhanu to help you.

I can’t wait till someone writes a series titled, “CSI: Suruhanu.” In it, families and the police when faced with crimes or mysteries that cannot be solved or have some unfathomable dimension, they’ll call in the services of CSI: Suruhanu, who can use his mental fortitude to analyze clues, but also his connections to his “ga’chong” in the taotaomo’na world for finding the truth. If this concept doesn't interest you, take some other aspect and write a similar transformation for it.

The Chamorro Studies Program Facebook page will be offering more information on how to participate in ChaNoWriMo. To receive these updates please like it on Facebook.

Saturday, October 17, 2015

Speak Chamorro Mobile app




Young Men’s League of Guam launches ‘Speak Chamorro’ mobile app
FOR IMMEDIATE RELEASE Friday, February 24, 2015 

(Hagatna, Guam) Today, the Young Men’s League of Guam (YMLG) is pleased to announce the release of the ‘Speak Chamorro’ mobile app. 

The Speak Chamorro app is free and available on Google Play for Andriod phones and the iPhone version of the same will be available next Friday, March 06, 2015. 

The features of the app include:
a. Chamorro word of the day
b. Definition of the Chamorro word
c. English translation of that word, and
d. The use of the Chamorro word in a sentence and its translation in English. 


The genesis of developing a mobile app came about in a recruitment meeting between Brother Bob Pelkey, President of the YMLG, Brother Dr. Wilfred P. Leon Guerrero, Member of the Board of Directors, Brother Wil Castro, Public Affairs Officer, YMLG, and Lt. Governor Ray Tenorio. Lt. Governor Ray Tenorio stated “that I too have made it a goal to become proficient in my language and if there was a way we may help others like me, that would be great.” 

The Guam Department of Education Chamorro Studies Division is a development partner for the app. Brother Ron Laguana is the administrator of that division and a member of the Board of Director for the YMLG. He assists the league by providing the content used in the app. 

The YMLG prioritized the development of the app in consideration of Mes Chamorro and upon the start of its ‘Drive to 100,’ a 24 month campaign leading up to the league’s centennial anniversary. The league was founded in March of 1917. 

According to YMLG President Bob Pelkey, “for many years we have served our community by providing scholarships, sponsoring events, participating in clean-ups, caroling during the holidays for the young at the hospital, man’amko, and for those who are sick or needy, and in other ways. This year we want to do something that would reach as many people in a way that was meaningful to the league but relevant to those who share our love for the Chamorro language and culture, so we developed the Speak Chamorro app.” 

The Young Men’s League of Guam is the oldest Chamorro fraternal organization.
For additional information about the app you may contact Brother Wil Castro, at 929-6209 or wilcastro671@gmail.com or visit us on Facebook at https://www.facebook.com/ymlgguam

Monday, October 12, 2015

Kantan i Taotao Tano'

The Guam Symphony Society will be hosting its 49th season opener Kåntan I Taotao Tåno  on Saturday, October 17 at 6 p.m. and again on Sunday, October 18 at 3 p.m. at the Lotte Hotel Guam.


The concert will highlight Chamorro favorites such as Nihi Ta Fanhånao Ta Fampiknik, Nobia Kahulo’, Pues Adios, Torroro Meresa, Atan Jesu Kristo and many more!  Kåntan I Taotao Tåno will also feature special performances by internationally acclaimed Inetnon Gefpå'go.

"We are so proud and very pleased to continue with our Chamorro series featuring some of the most beloved songs and music that we all grew up with as Chamorros," says Clifford Guzman, President of the Symphony.  "We invite everyone to come out and enjoy this special evening with the Guam Symphony Orchestra and Community Chorale and Inetnon Gefpå'go!" 


Saturday tickets are $65 and includes a Chamorro inspired dinner buffet. Doors open at 6 p.m. with the show starting promptly at 7 p.m. The Sunday matinee show tickets are $20 for adults and $15 for students.   Tickets are available at Faith Bookstore in Maite.


For more information, contact 687-2696 or at info@guamsymphony.com or visit www.guamsymphony.com.

Young Navajos Studying to Save their Language



10/10/2015 
Voice of America 
Young Navajos Study to Save Their Language 

For part of her life, Sylvia Jackson stopped speaking her native language, Navajo. Like many Native American children, she had little chance to speak her language.

“We had to speak English. So I lost a lot of just speaking the Navajo language.”

More than 100 years ago, the U.S. government began sending Native American children to boarding schools. All the instruction was in English. The native cultures and languages of the children were discouraged.

In the last 20 to 30 years, tribal governments have started to promote the teaching of Native American languages in schools. The U.S. Department of Education now also supports Native American language programs.

Today, Sylvia Jackson is a Navajo language instructor in the small town of Holbrook, Arizona. She teaches Navajo to students at Holbrook High School. Her class is taught entirely in Diné, the Navajo language.

Ms. Jackson said both she and her students have an important part in keeping their language alive.
“My parents are actually, they grew up speaking the Navajo language; they’re fluent speakers. They’re like a dictionary. If I ask them, “How do you say this?” they translate. But me, I’m learning as I’m going.”

Navajo Nation
​​The town of Holbrook is an hour by car from the Navajo Nation. The 69,000-square-kilometer territory is the largest of the 326 Indian reservations in the United States. The Navajo Nation covers parts of four states in the American Southwest. It is about the same size as the country of Ireland.
During the 1800s, increasing numbers of European settlers in America moved west. In 1864, the federal government began a campaign to deport Navajos from their lands. The natives were moved to the northwest in a series of marches called the "Long Walk." The marches took place under the threat of death.

Navajo leaders and the U.S. government reached a peace treaty in 1868. It established the Navajo Indian Reservation.

Today, more than 250,000 people live in the Navajo Nation. They have their own laws, fly their own flag, and elect their own president.

The 2010 United States Census showed that about 170,000 Navajos speak Navajo at home. It is one of the most robust Native American languages today.

A right to speak Navajo
But there is a growing worry that the Navajo language could disappear. Seventy years ago, nearly everyone on the Navajo reservation spoke Navajo as their first language. But today, few young Navajos can speak the language of their grandparents.

A study in 1998 found that only 30 percent of Navajos entering school spoke Navajo as their mother tongue. Just 30 years earlier, that was true of 90 percent of first-grade Navajo students.

Richard Epstein is a linguist and professor at Rutgers University in Camden, New Jersey. He said a language’s survival depends on one generation passing down knowledge to the next generation.
“In order to keep a language alive, the adults of the community have to be able to transmit it to the young folks.”

Dr. Epstein calls teaching and transmitting your native language to your children a right that should be better protected.

“Everybody should have the right to speak their own language, just as much as they should have the right to practice their religion. Because their language is as good as everybody else’s language…So if you take that away, you’ve taken away a massive resource for knowing something about a part of human life.

"And you’ve taken away a part of who those people are. Is that right? Everybody should have the right to speak their language and to transmit their language to their children and to keep their culture alive.”

​​On the reservation itself, Navajo language instruction in schools starts at a young age. At Indian Wells Elementary School, 3rd graders are learning how to read, write, and speak Navajo. The school opened in 2001.

Dr. Robbie Koerperich was Indian Wells’ first principal. Now, he is the superintendent of the Holbrook Unified School District. He said his district is concerned with preserving the Navajo language.

“The Navajo language itself, I believe, is a major concern on the reservation and in our district, pertaining to the preservation of the language. So the preservation of the Navajo language is part of our mission.”

Hortensia is a third-grader at Indian Wells Elementary. She said Navajo language is her favorite class.
“So we could learn it and teach it to other people.”

The role of older generations
Hortensia said she often visits her grandmother, or naali in Navajo. Grandparents on the reservation play an important part in passing down both the language and culture to their grandchildren.
Morgan is a Navajo language student at Holbrook High School. She is one of Sylvia Jackson’s students. She visits her grandparents’ home with her cousins, nieces and nephews. She said she sometimes feels like an outcast.

“With my nieces and nephews and my cousins, they’re about my age or a bit older and they don’t speak Navajo. And so it’s a bit hard when we go out to my grandparents’ place and they try to talk to us. And it feels like — when my grandparents and my parents talk together — I feel like, kind of like an outcast, like I don’t know what they’re saying, but it's like, I want to learn the language so I can carry it on and then teach my kids. And so we won’t lose the language.”

​​Some of these students’ grandparents and great-grandparents may also have played an important part in U.S. history. During World War II, the U.S. military recruited Navajo speakers. Together, they developed a code to send secret information past Japanese and German code-breakers.

The code was never broken.

Dr. Epstein credits the Navajo language’s complex structure for it being such a successful code.
“It was so unbelievably complicated that the enemy couldn’t figure out how it worked. And yet we took the children of these people away from their families to train them to speak English only on the grounds that this language was inferior.”

Sylvia Jackson was once one of those children. Today, she finds herself at the forefront of keeping her language alive.

“If you just think about it, my parents, if they go, then that’s going to be me right there who has to carry that on. If I don’t have the knowledge that they had, that’s going to be it right there. So, I’m glad that we have students who want to learn the language, who want to keep that language.”

I’m Ashley Thompson.
And I’m Caty Weaver.

Ashley Thompson and Adam Brock wrote this story. Caty Weaver and Jill Robbins were the editors.
______________________________________________________________

Words in This Story


promote - v. to help (something) happen, develop, or increase
robust - adj. strong and healthy
transmit - v. to give or pass (information, values, etc.) from one person to another
folks - n. people in general
principal - n. the person in charge of a public school
outcast - n. someone who is not accepted by other people
code - n. a set of letters, numbers, symbols, etc., that is used to secretly send messages to someone
inferior - adj. of little or less importance or value
forefront - n. the most important part or position

Sunday, September 20, 2015

How Hawaiian Language Almost Died

How Hawaiian Language Almost Died
by Jade Moon
Midweek
http://www.midweek.com/hawaiian-language-almost-died/
March 4, 2014


The first time Annie Mokiao spoke Hawaiian in school, her teacher did something shocking.
“When we used to go school, the kids – you speak Hawaiian, they slap you on the mouth. Teacher slap ’em.”

That was in the 1930s. Annie learned quickly that what was normal at home was considered shameful in the rest of the world.

“In our house,” she remembers, “my mother only speak Hawaiian, she don’t speak English.”
So Annie grew up with a severe case of cultural schizophrenia.

Namaka Rawlins is director of Strategic Partnerships and Collaboration for Aha Punana Leo, which, since 1983, has fought for the revitalization of the Hawaiian language. She says Aunty Annie’s story is all too common among kupuna.

“They were born at a time when we still had a law that said the Department of Education would only have English in the classrooms. Children were reprimanded and punished for using Hawaiian in schools. We’ve heard this from many of our kupuna.”

Hawaiian children were scolded, slapped and rapped with rulers for speaking in their native tongue.
In fact, the language of Hawaii almost died. From the Aha Punana Leo web-site:

“In 1896, education through the Hawaiian language in both public and private schools was outlawed on the model of U.S. policy towards the use of American Indian languages in education. Teachers are told that speaking Hawaiian with children will result in termination of employment. Children are harshly punished for speaking Hawaiian in school”

The lowest point, according to Rawlins, was a 1982 survey that identified fewer than 50 children who could speak Hawaiian fluently. Again from the website:

“By 1984, the community of fluent speakers had dwindled to a few elders and a tiny geographically isolated population on the island of Ni’ihau. Hawaiian language speaking children under the age of 18 numbered less than fifty. The demise of Hawaiian language was imminent.”
But the language did not die.

Initially the push for revitalization came from a handful of educators at the University of Hawaii, native speakers from Niihau, and parents. In 1983, in an effort to raise a new generation of native speakers, they created Punana Leo (which means “nest of voices”) and the first Hawaiian language preschool in Kekaha, Kauai.

Just how far has the movement come from that very modest beginning? A couple of weeks ago, the Hawaii Board of Education reaffirmed and strengthened its commitment to Hawaiian education and immersion programs in public schools. Its 2014 policy states, “Hawaii’s public education system should embody Hawaiian values, language, culture and history as a foundation to prepare students in grades K-12 for success in college, career and communities, locally and globally.”

The U.S. Census for the year 2000 shows the number of people who say they speak Hawaiian is roughly 26,000. That number is probably inflated, as the census does not ask level of fluency. Still, considering where we were in 1983, the growth is remarkable and heartening.

The ‘Olelo Hawai’i movement has become unstoppable. Today, thousands of children are exposed to the language and culture of Hawaii in public and private schools. We have access to Hawaiian language on the Internet, radio and on television.

Aunty Annie accepted the harsh lessons taught her in school, until, “When I grew up, I thought, gee, how come cannot speak our language?”

So she started speaking Hawaiian again to anyone who would listen. And that got her noticed. She was asked to become a kupuna at Maunawili Intermediate and at Ala Moana Elementary, teaching Olelo Hawaii to new generations of kids.

Aunty Annie is retired now. She may be a bit tired after raising nine children. She has more than 28 grandchildren and eight great-grandkids that she knows of. None of her own kids speak Hawaiian. But to her great joy, she can converse in ‘Olelo Hawai’i to a great-granddaughter and great-grandson who both went to immersion schools. How times have changed.

And Aunty Annie says she will never tire of sharing her knowledge.

“I want to teach anybody,” she says. “Anybody who want to learn, I’ll teach ’em. As long as I’m living, I teach.”

jmoonjones@yahoo.com
Twitter:@JadeMoon1

Tuesday, August 18, 2015

Local Indigenous Authors to Publish Books

Indigenous authors excited to publish children's books
by Jojo Santo Tomas
Pacific Daily News
August 18, 2015

Five years ago, Jessica Iglesias used to take her twins to the library every Saturday. She sought local publications in Chamorro, to teach her 18-month-olds, Tano and Tasi, more about their language and culture.

"What I found was very limited, only a few books. I would have to go to outer branches to find material and they would let you see it, but you can't check it out," she says. "It became a constant search for material. I'd go to island fairs and things like that to look for material but there's not a lot out there."

Now that Tano and Tasi are 7, Iglesias is taking a direct approach to a solution. Along with technical adviser Rudy Villaverde, she is writing a book herself.

Iglesias is one of two dozen prospective authors who hope to get local children's books published in time for the 12th Festival of Pacific Arts, which is being held on Guam from May 22 to June 4 next year.

The authors have been meeting every Saturday since Aug. 1 for an Indigenous Children's Book Workshop, presented by the Guam Council on the Arts and Humanities Agency and the Forums, Workshops and Seminars Committee for FestPac. It is part of the "Connect Me, Create Me, Promote Me" Workshop Series sponsored by the Guam Visitors Bureau.

The weekend work is a stark contrast to Iglesias' daily grind as a customs officer and tax preparer. She has zero experience in writing and publishing, yet she feels comfortable and excited about the process.

That's due in large part to facilitator Rosa Salas Palomo, who put out a call for prospective authors in July. She was expecting 15 people to respond but almost double that showed interest. She managed to fit everyone in the workshop and has spent four hours each Saturday walking her fledgling authors through the basics of creating a story, working with local illustrators and designing a finished product.

Iglesias' story is about a young man going through a rite of passage, mastering the navigational skills necessary to travel from island to island in the Marianas. With Villaverde's wealth of knowledge, Iglesias is confident she will not only publish this book, she will develop future books in a series.
Another children's book author prospect, Arlene TaitagueTaitingfong, says she's going through an amazing time in her life. Using characters Téadora, a cat, and Bishop, a dog, she tells the story of a 'blended' family that learns how to accept their differences and learn how to respect each other.
"It's for elementary schoolchildren, and what kid doesn't like animals," she says. "Rosa Palomo has been very helpful, and makes the process sound so easy even though I know it's not. She's able to break it down to a step-by-step process that is easy to follow."

Taitingfong says attending the classes and being surrounded by so many like-minded people has helped her reconnect with her culture. She's starting Chamorro Language classes next week, for one, and is thinking even further ahead: she'd like to co-author a book with her brother David Shawn Taitague, who's an illustrator.

"All these good things are coming about since I started this workshop," she says. "I feel like I've hit the lottery."

Iglesias echoed her sentiments.

"I'm so excited, and I think it's great," she says. "All of us will be able to put out something that will be passed on for future generations. God bless Rosa Palomo for not turning anyone away."


Use of Hawaiian Leads to Tension on Legislative Floor

'I Don't Want to Translate': Rep, Hanohano's Use of Hawaiian Leads to Tension on the House Floor.
by Anita Hofschneider
March 4, 2014
Honolulu Civil Beat

Hawaii lawmakers were discussing a relatively innocuous bill to protect lifeguards from liability during Tuesday’s House session. But tensions quickly escalated when Rep. Faye Hanohano from the Big Island gave her comments in Hawaiian and Rep. John Mizuno, who was presiding over the session, asked her to translate.

She replied in Hawaiian. And then added, “I don’t want to translate.”

Mizuno quickly called a recess and conferred with the rest of the Democratic House leadership. When he called the House back into session, Mizuno recited from the House rules.
“Members should conduct themselves in a respectful manner,” he said.

Rep. Gene Ward, a Republican, rose to come to Hanohano’s defense, explaining that the issue of translating Hawaiian had come up on the House floor a couple of years ago.

“The legal prevailing authority was that there was no need for a translation,” said Ward, emphasizing that Hawaiian and English are both the state’s official languages.

Mizuno quickly moved on to the next bill, but the moment marked yet another episode in Hanohano’s ongoing conflict with House leadership over her conduct in session and hearings.

The Native Hawaiian representative has been under fire from critics who say she made racist remarks while presiding as chairwoman of the Committee on Oceans, Marine Resources and Hawaiian Affairs.