This article by Assistant Specialist in the College of Education at the University of Hawaiʻi at 惭ā苍辞补 Kahea Faria was first published in .
The growth of the Hawaiian Language Immersion Program from its inception to now is a sign that more of our people in Hawaiʻi are turning to the language, culture, and history of our land and the education that is meant to embody it and facilitate the transmission of this knowledge to our children. For most families, this is the primary means of accessing this knowledge, and as such, it represents a public necessity, not a discretionary option.
While this growth has been encouraging, it has also revealed gaps in the structural foundation of the program. Most Hawaiian language immersion programs remain housed within predominantly English-medium schools, with a few stand-alone K–12 programs statewide and even fewer P–12 programs.
These environments are essential, as they create at least one sustained domain in which Hawaiian can function as the sole language of instruction. This model is not intended to produce monolingual speakers, but rather to strengthen pathways toward genuine bilingualism. Consequently, parents within Hawaiian Language Immersion Programs are increasingly advocating for the establishment of P–12 programs in each school district.
Recent efforts to expand access to advanced Hawaiian language instruction—such as online coursework offered through 东精影业 Maui College – along with financial support for teacher candidates from sources such as Kamehameha Schools’ Hookawowo Scholarship, the Hawaiʻi Community Foundation, and the State of Hawaiʻi’s Grow Our Own (GOO) Teachers, have helped to address these challenges.
Despite these efforts, the sustained growth of the program depends on continued investment in teacher preparation. For those who are interested, as well as those who are seeking a meaningful way to support our community through Hawaiian language, history, and culture, please contact either of the Hawaiian Language Immersion teacher preparation programs at the University of Hawaiʻi at Hilo or at the University of Hawaiʻi at Manoa.
Finally, the rapid growth of the Hawaiian language immersion program should be addressed in the same manner as those of any thriving public school setting—by being adequately resourced and supported in its expansion, rather than constrained by regulatory frameworks that inhibit development.
The state should take a proactive role in planning for a future that includes P–12 Hawaiian Language Immersion Program schools in every district statewide. Anything less constitutes a disservice to the community and stands in opposition to the program’s purpose and intent to revitalize Hawaiian language, culture and history in Hawaiʻi.
Ke ao ia nei ka naauao, auhea mai nei la hoi ke kahua o ka pono?