An integral part of the history of the English language is written in its linguistic varieties. Those varieties are often stigmatized by users of Standard English because of social, cultural, and historical characteristics that accompany their use. Such stigmatization has also arisen towards Hawai'i Creole English, an English-based language that is spoken by the majority of the residents of Hawai'i and exists alongside with Standard English and Hawaiian as the two official languages of the (federal) state of Hawai'i. Remarkably, apart from proponents of Standard English, even those who use HCE in their day-to-day communication often refer to it as 'broken English' and associate it with low educational and socio-economic status. Historically, this negative attitude towards HCE has its roots in social inequalities. Therefore, it has no linguistic base, but is "socially constructed". However, although the stigmatization has influenced even its speakers, HCE remains a means of designating local identity, be it embraced or disdained. Hence, the ability to apply HCE properly is considered to be an essential part of being a kama’aina - a 'local'. This local identity expressed by HCE is based upon cultural knowledge shared by people who were born and raised in Hawai'i and has been both reinforced and challenged by the increasing influence of Standard English on self-conception. Within this paper, it will be illustrated that HCE is used to express and maintain local identity by referring to a common cultural knowledge that is shared only by locals. Before being able to finally demonstrate in what manner local identity is confirmed by the use of HCE, it is inevitable to deal with the historical reality in which HCE emerged and illustrate on what local identity is based.
Table of Contents
1. introduction - history of variety
2. hawai'i creole english - historical background
3. being kama’aina - local identity in hawai'i
4. manner of designating local identity through hawai'i english creole
5. conclusion - anything but broken
6. works cited
Objectives and Topics
This paper explores the sociolinguistic function of Hawai'i Creole English (HCE) as a vital tool for expressing and maintaining local identity among residents of Hawai'i. It investigates how HCE, despite being historically stigmatized as "broken English," serves as an essential marker of belonging and cultural shared knowledge that distinguishes locals from outsiders.
- Historical emergence and development of HCE in plantation environments.
- Defining "local" identity (kama’aina) in the context of Hawai'i's social landscape.
- The intersection of linguistic practices and cultural values.
- Semantic and pragmatic strategies of designating identity through HCE.
- Resistance against the hegemony of Standard English through linguistic expression.
Excerpt from the book
manner of designating local identity through hawai'i english creole
Whereas in the previous paragraph it has been shed light on the connection between local identity and HCE, it is to be illustrated now how local identity is designated semantically and pragmatically through "thought patterns and processes that are unique to the culture using them” (Ohama 2000: 374).
Speakers of HCE designate their local identity by referring (mostly unconsciously) to a certain group knowledge that preserves a sense of community (cf. Kawamoto 1993: 201). Hawai'i local identity is therefore marked by linguistic practices that encode an insider knowledge (cf. Watson-Gegeo and Gegeo 1999: 103) and determine what counts as authentic/inside and inauthentic/outside (cf. Won 1999a: 104). Taking this shared cultural knowledge and the evaluation of authenticity into account, it may be said that fluency in HCE is not sufficient to be regarded as 'local'. "A speaker must also demonstrate competence in discourse forms [...] and interpretive schemata special to communication in Hawai'i Creole English" (Watson-Gegeo 1994: 5-6). To be a legitimate speaker, the linguistic code needs to be understood (cf. Drager 2011: 8).
The faculty of understanding and interpreting such linguistic code in HCE is based on shared norms and expectations which are presupposed in many communicative situations. This can be made clear by using false reference as an example: "A: Get plenny people using da computahs? B: Well, your braddah was dea. A: Which braddah? B: You know, Doodoo Boy" (Wong 1999b: 213).
Chapter Summary
introduction - history of variety: This chapter outlines the linguistic background of HCE, addressing its stigmatization as "broken English" and establishing its role as an essential vehicle for expressing local identity.
hawai'i creole english - historical background: The chapter details the origins of HCE on 19th-century sugarcane plantations, tracing its evolution from a multi-ethnic communication tool into a native language through the process of nativization.
being kama’aina - local identity in hawai'i: This section defines the term 'local' (kama’aina) as a racial, cultural, and linguistic identity linked to values that contrast with Western ideals and Standard English.
manner of designating local identity through hawai'i english creole: This chapter analyzes the communicative strategies, such as false references and shared group knowledge, that speakers use to demonstrate authenticity and belonging.
conclusion - anything but broken: The concluding chapter synthesizes the findings, asserting that HCE is a deliberate, functional linguistic system that preserves local identity in the face of American cultural hegemony.
works cited: A comprehensive bibliography of the academic sources utilized to support the arguments regarding HCE and identity.
Keywords
Hawai'i Creole English, HCE, local identity, kama’aina, sociolinguistics, plantation history, nativization, Standard English, cultural knowledge, linguistic variety, discourse forms, social construct, insider knowledge, solidarity, language politics
Frequently Asked Questions
What is the central focus of this paper?
The paper examines how Hawai'i Creole English (HCE) functions as a primary marker of local identity among the residents of Hawai'i, moving beyond its common misconception as a degraded form of English.
What are the primary thematic fields covered?
Key themes include the historical development of creole languages, the sociological construction of "localness," the impact of educational and social policies on minority languages, and the role of linguistic discourse in maintaining community solidarity.
What is the primary research goal?
The goal is to illustrate how speakers of HCE use the language to express their unique cultural background and maintain an insider identity that resists the pressure of Standard English dominance.
Which methodology is employed?
The author uses a qualitative approach, synthesizing sociolinguistic literature, historical documentation of plantation life, and discourse analysis of HCE to support the argument.
What topics are discussed in the main body?
The main body covers the transition of the language from a plantation pidgin to a creole, the definition of the "kama’aina" identity, and specific linguistic mechanisms like "talk story" and "false reference" used by locals.
Which keywords characterize the work?
Essential keywords include HCE, local identity, kama’aina, nativization, sociolinguistics, plantation history, and discourse analysis.
How does the "Massie Case" relate to the definition of local identity?
The Massie Case of 1931/32 provides the historical backdrop against which the term "local" (kama’aina) emerged, as it solidified the social distinction between non-White residents and outside influences.
What is meant by the "false reference" technique mentioned in the text?
False reference is a pragmatic communicative strategy where speakers use ambiguous or non-existent references to test if the listener shares enough "insider knowledge" to understand the context, thereby strengthening community bonds.
Why is fluency alone not enough to be considered "local" in Hawai'i?
The text argues that linguistic fluency is only one component; to be considered a true "local," one must also understand the discourse forms, interpretive schemata, and social values that are exclusive to the local community.
- Citar trabajo
- Dominik Jesse (Autor), 2015, Kama’aina's Broken English. Designation of local identity through the use of Hawai'i Creole English, Múnich, GRIN Verlag, https://www.grin.com/document/294750
