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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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Na Kamalei-K. E. E. P. — Koolauloa Early Education Program is a Native Hawaiian nonprofit organization that includes Hoala Na Pua, a parent-child interaction and family education program that services the families of Koolauloa, Oahu, Hawaii. pictures for their books. Each book is published in the official languages of Hawai‘i: Hawaiian and English. Blends of ancient and modern Hawaiian words were included within the texts of our stories. The use and spelling of selected words, while commonly used by the residents of Koolauloa Oahu, may not be as typical in other regions of Hawai‘i. The Houlu Hou Project: Stories Told By Us participants have strived to retain the correct usage of the Hawaiian language within the processes and the pages of our stories. These books for all the children are lovingly dedicated to Auntie Maxine Kahaulelio, founder of Na Kamalei, Keoana Hanchett, Na Kamalei’s first program director, and Kawai Aona-Ueoka. They continue to inspire us. The Houlu Hou Project: Stories Told By Us is a project of NaKamalei that is funded in part by the Administration for Native Americans. The project goal is to p...

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Ka Hui Makua O Ke Kula Kaiapuni O Hau‘ula participated in this project because of love and passion for our mother tongue, and to encourage and support our keiki (children) in the creative process of expressing their mana‘o (thoughts, ideas) through writing. The name Alligator Pond is celebrated by the imagination of the children of Hau‘ula: that this rock formation resembles the body of an alligator. No one knows where the name originated. This beach area has been known as Alligator Pond for a very long time. Alligator Pond is a special place for the children and parents of this area. It is a place where the neighborhood comes to enjoy hot days and not so hot days. Families love to participate in all types of beach activities together. They include sand play on the beach, sea creature search in shallow water, fishing off of Alligator’s body and jumping off of Alligator’s nose into the sea pool. This is, and will always be, a beautiful place for the neighborhood of Kaipapa‘u. Ka Hui Makua O Ke Kula Kaiapuni O Hau‘ula was established in August of 1998. Although we were a group of parents that met monthly to discuss our visio...

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The project goal is to provide families with services and opportunities that foster culturally appropriate and healthy development of a balanced child. The oral legacy within our community strengthens our families and produces stories that bring meaning to our lives and that help identify who we are and where we are from. Our resource partners are Ko‘olauloa community organizations that support the advancement of Native Hawaiian children and their families through the creation of children’s books....

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This book honors some of the occupations a child might choose when he or she grows up in Hawaii. We want to show children that the status of an occupation isn't as important as doing a job well. One of our goals was to picture children and adults who speak Hawaiian. All the children are Hawaiian speakers from the Punana Leo and Hawaiian Immersion schools. All the professionals work at the jobs shown—and most of them speak Hawaiian. In choosing which occupations to feature, we tried to keep in mind our audience—children. We selected easily recognizable, visually interesting occupations. We focused on each job's specialized tools, clothing, and environment. Besides the community helpers (doctor, teacher, fire-fighter, police officer), we have presented traditional Hawaiian occupations (taro farmer, cowboy, canoe sailor, throw-net fisherman), modern occupations (news-caster, fighter pilot), artistic occupations (actor, conductor), and a science occupation (botanist). In the end, with lots of help from the professionals and the families and after all the considerations were met, we chose the thirteen most appropriate, clear, and inte...

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O Keiki Chang Kawaiaea ka hiapo o na keiki elima a Edward laua o Laureen Chang no Makena Maui. Ua ao o ia ma ke Kula o Kamehameha no umi makahiki a laila ma ke kula Kaiapuni Hawaii o Paia no ekolu makahiki. I keia manawa, o Keiki ka luna hookele haawina Hawaii ma ka Hale Kuamoo ke Kikowaena Olelo Hawaii ma ke Kulanui o Hawaii ma Hilo. Ma muli o kona iini nui e hanui i kana mau keiki ekolu ma ka olelo Hawaii hele lakou i ke kula kaiapuni Hawaii a olelo Hawaii ka ohana ma ka hale. No Hakipuu, Oahu o Arna Lahela Johnson. Ua hanai ia o ia me kona mau kaikunane elua i ka mala pua a kona ohana. Mai kona wa liilii mai ua nui kona iini e lilo i mea pai kii oihana a e olelo Hawaii. Ua puka o ia mai ke kula kiekie o Punahou a ua hele o ia i ke kulanui o Brooks Institute of Photography ma Kaleponi no ke kekele pai kii oihana. I keia manawa, ke hana nei o ia i kana paoihana pai kii a paheona ponoi iho a he haumana o ia o ka olelo Hawaii....

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This volume is a result of two decades' efforts in teaching Hawaiian. The objects of the book are to present the principal conversational and grammatical patterns and the most common idioms, and to prepare the student for a final reward: the capacity to read and enjoy the rich heritage of Hawaiian traditional legends and poetry. Over the years, the reasons cited for studying Hawaiian have been diverse. Some students are merely curious or hopeful for easy credit; some have an emotional dedication to Hawaii's past. Some have practical aims. They want to teach the language or culture of Hawaii. Some want to become translators of the vast storehouse of as-yet-untranslated materials. Some wish to prepare literary materials for primary or secondary education levels, or to write novels. Some want to do anthropological fieldwork or any other work that will take them to the South Seas where mastery of closely related languages is so essential. Students majoring in linguistics want to probe deeper into the structure of the Hawaiian language. Some students wish to speak Hawaiian to grandparents and other native speakers still found on Niihau ...

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The Hawaiian phonemes are listed below. English examples are approximate. The Hawaiian vowels are "pure," i.e., without glides. They are of either short or long duration. The consonants p and k have less aspiration (i.e., they are "harder") than similar English sounds in initial position. (Pairs distinguished by single phonemes follow descriptions in parentheses.) Long a (a) is longer than the other long vowels....

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In 1854 Lorrin Andrews published his Hawaiian Grammar, a standard work for many years, and even today interesting to all students of the Hawaiian language. It is now out of print, howíever, and hence difficult to secure. In 1891 Prof. William D. Alexander published his “Short Synopsis of the Hawaiian Grammar,” an excellent work for all students of the language, but not sufficiently complete as a series of lessons for class-work. In 1930 Mrs. Mary Atcherly wrote “First Book in Hawaiian,” which was authorized by the Legislature of the Territory of Hawaii and handled by the Hawaiian Board Book Booms. In view of the increasing interest in the language of the Hawaiian, people, amounting to a renascence in Hawaiiana, it has been felt that a new work in the Hawaiian language, based on modern systems of instruction such as are used in teaching French, Spanish, Italian or German should be prepared for use in class-rooms throughout the islands and also for individual study. I am grateful to a group of persons interested in the promotion of this book, whose encouragement has meant much to the editor. And I am indebted to earlier works...

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Hawaiian is one branch of the Polynesian language. It may well be regarded as a dialect of the Polynesian, others being the Samoan, Tahitian, Marquesan, Tuamotuan, and Maori dialects chiefly. There is an affinity between these dialects, some being closer than others. The Maori, Tahitian and Tuamotuan are closer to the Hawaiian in vocabulary than is the Samoan to the Hawaiian. And yet there are many words in the Samoan dialect exactly the same as in Hawaiian. The original home of the Polynesians was in India in all probability, and after a long period of migration they found themselves in the Pacific Ocean area. It is most likely that Tahiti or Raiatea in the Society Islands was the point from which the original migration of the alii and kahuna to Hawaii took place almost a thousand years ago. There are records of various voyages between Tahiti and Hawaii; the names of these pioneers have been handed down from generation to generation....

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As all former grammars of the Hawaiian language are out of print, at the solicitation of friends, I have revised and enlarged a brief synopsis of Hawaiian grammar, which was originally written for my pupils, and published in 1864. This little work does not pretend to be a philosophical treatise, or to be a complete account of the struct ure and peculiarities of the Hawaiian branch of the Polynesian language. But it is hoped that it may be of service to those who wish to study the genuine, uncorrupted idiom as spoken by the older Hawaiians, as well as to students of comparative philology. The terms and divisions of European grammars have been retained for the convenience of students, although they are only partially applicable to languages of a radically different type. I have to acknowledge my obligations to Rev. L. Andrews’ Hawaiian Grammar, to Dr. Maunsell’s New Zealand Grammar, and to M. Gaussin’s able work on the Polynesian language....

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§ 1. All purely Hawaiian sound can be represented by twelve letters, of which five are voxels and seven, consonants, viz: a, e, i, o, u, h, k, l, m, n, p, w. A la sounded as in father, e as in they, i as in marine, o as in note, u as in rule, and not as in male. In a few words, as maka, make, mana, &c., the sound of a approaches that of a short u in tub. In the compounds of waho and in Oaku, it has a broad sound like that of a in fall....

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The ?Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to serve the Hawaiian speaking community and focus on education through Hawaiian. Punana Leo preschools, the first Native American language immersion program in the United States, began the process of revitalizing Hawaiian in 1984 through full day programs conducted entirely in Hawaiian. Hawaiian had by then become nearly extinct as a result of a government ban in 1896 of all public education taught through Hawaiian. The language reappeared in the public schools in 1987 when the first Punana Leo graduates entered elementary schools. There are now plans for Hawaiian medium education through high school. The ?Aha Punana Leo provides materials, curriculum, teacher training, family programs, summer programs, and other services as well as the internationally known Punana Leo preschools....

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"This publication is significant because it extends the lexicon but more importantly, it provides the contemporary speaker with an essential tool with which to describe her/his world through the medium of Hawaiian. All languages survive because they adapt and borrow and because they continue to be spoken by a greater number of people." —Timoti Karetu, Chairman, Te Kohanga Reo National Trust Mamaka Kaiao adds to the 1998 edition more than 1,000 new and contemporary words that are essential to the continuation and growth of ka olelo Hawaii—the Hawaiian language. The title, which in English means "carrying forward into the dawning of a new era," emphasizes the role of this work in providing today's speakers and students of Hawaiian with a modern vocabulary. This dictionary opens with a detailed description of how words are created by the Hawaiian Lexicon committee with Pukui and Elbert's Hawaiian Dictionary serving as the primary written source and native speakers of Hawaiians as the primary spoken resource. The first main section contains more than 6,000 Hawaiian entries (alphabetized according to the Hawaiian alphabet) followed by...

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He loli mau na olelo ola a pau o ka honua nei, a pela pu ka olelo Hawaii. No laila, i mea e kokua ai i ka poe olelo Hawaii a pau o keia au, ke pai hou ia nei o Mamaka Kaiao ma ke ano he hoa like o ka puke wehewehe olelo Hawaii a Pukui ma. No na haumana olelo Hawaii, aole lawa hookahi wale no puke wehewehe olelo i keia manawa, no ka mea, he okoa ke ano o keia mau puke elua. He mea nui ka puke a Pukui ma no ka wehewehe ana e pili ana i na huaolelo kahiko a hiki mai i keia wa hou o kakou. Na Mamaka Kaiao hoi ka hana koikoi o ka hoolaha ana i ka lehulehu i na huaolelo hou e haku ia nei e ke Komike Huaolelo. Halawai na lala o ke Komike Huaolelo ma waena o eha a me eono manawa o ka makahiki no ke kukakuka ana e pili ana i na huaolelo e apono ai. O ka hapa nui o na huaolelo e hapai ia, o ia na huaolelo i nele i loko o ka puke wehewehe olelo Hawaii i ka wa i haku a unuhi ia ai paha kekahi haawina, moolelo, puke, a i ole kekahi ano palapala e ae ma ka olelo Hawaii....

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The project goal is to provide families with services and opportunities that foster culturally appropriate and healthy development of a balanced child. The oral legacy within our community strengthens our families and produces stories that bring meaning to our lives and that help identify who we are and where we are from. Our resource partners are Ko‘olauloa community organizations that support the advancement of Native Hawaiian children and their families through the creation of children’s books. Stories of history, geography, language and culture are born and shared in the context of the community. Kupuna (elders) now encourage the sharing of these stories so that future generations will benefit from this legacy. This series of picture books includes stories told by members of the community who engage in the values, language and cultural practices of Native Hawaiians in Ko‘olauloa. Book comes in English and Hawaiian translation....