Linguistic Inequality in Hawaii

The Sato article talked about the topic of inequality of linguistics in Hawaii. Sato also discussed Pidgin and Hawaii Creole English in the state and how it is related to the local identity. Sato states, “Identity, for many, is intimately linked to language” (Sato 31). Furthermore, the article also discusses how Pidgin and Hawaii Creole English don’t necessarily have any negative effect on test scores for Hawaiian students. Sato, believes that the stereotype linking Pidgin to poor performance in school is due mainly to the negative view that teachers have been known to attach to its use. From my perspective its fairly easy to see that the two are not necessarily linked. I think that the use of Pidgin in Hawaii today, shows local identity through the use of language as a social identifier.
The insinuation that it is simply broken English is off base. Being that such a large portion of individuals in Hawaii speak Pidgin, it only makes sense that it should be a recognized form of communication in schools. While proper English should be a part of the curriculum, I think that the use of Pidgin should be accepted as an important facet to what it means to be Hawaiian. The stereotyping of Pidgin as Broken English seems a little insulting to the people who speak it. It adds to the assumption that the speakers of pidgin are somehow not as smart as the speakers of proper English.
On a side note, I particularly enjoyed the Waianae video. I thought it was a good example of embracing Pidgin as a legitimate way to use the language to bring people together. I think the use of Pidgin to reach local students is a smart way to raise awareness and to encourage communication amongst students and teachers. As long as the young people are active in their thinking and learning, the form of communication that they use shouldn’t be the issue, the issue should be the message. For more information about Pidgin and its role in Education check out this site www.hawaii.edu/sls/pidgin.html