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| INTRODUCTION:
In this unit, we return to the social and educational implications of "non-standard" dialect. In unit 12, we explored the social and educational implications of AAE; in this unit, we explore the social and educational implications of HCE (Hawai'i Creole English). Watson-Grego traces the history of HCE, discusses social and educational implications, and concludes with a discussion of possible directions for future research. According to Watson-Grego, "Fluency in HCE is one important way that speakers identify themselves as 'local,' as sharing island values and culture" (104). Thus, HCE, like AAE for many African-Americans, is an important means for Hawaiians to construct their identiities as Hawaiian. A 1980 study found that while less-advantaged HCE-speaking kindergarteners ranked HCE above Standard English, less-advantaged HCE-speaking first graders ranked SE above HCE. Thus, by the first grade, HCE-speaking children have internalized the wider social stigma of their "non-standard" dialect. READINGS: DISCUSSION: Watson-Grego advocates recognizing HCE as an equally viable dialect in the Hawaiian public school system rather than forcing every student to learn Standard English thereby denying their ethnic/regional identities. She also begins the article by citing alarming statistics regarding Hawaiian public school standardized test scores and overall poor academic performance as compared with the rest of the nation. Many scholars have argued that standardized tests (such as the SAT and ACT) are racially and economically biased, with middle and upper middle class white students performing consistently better than lower class and minority students. Obviously, students whose first language is a "non-standard" dialect of English (such as AAE or HCE) will have a more difficult time with standardized exams that are written by and for speakers of Standard English. What do you think are some possible and realistic solutions to this dilemma? |
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