—Fun; to have a good time.

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“E leʻaleʻa kēlā lā me kēia lā. (Everyday should be fun.)”

—Maluhia Nahuina, he haumāna ʻŌ������� �鶹��ý (Hawaiian language student), Kulanui Kaiāulu o Honolulu (Honolulu Community College)

For more information on other elements of the definition and usage, go to the UH Hilo .

—Flying fish.

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“Ka iʻa lele me he manu (The fish that flies like a bird).”
ʻŌ������� Noʻeau (Hawaiian proverb) 1364

—Sean Mills, he haumāna ʻŌ������� �鶹��ý (Hawaiian language student), Kulanui Kaiāulu o Honolulu (Honolulu Community College)

For more information on other elements of the definition and usage, go to the UH Hilo .

—Clever, Wise.

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“Makemake au e akamai kākou a pau (I wish that we may all become wise).”

—Karuna Wiese, ʻŌ������� �鶹��ý (Hawaiian language) Student, Honolulu Community College

For more information on other elements of the definition and usage, go to the UH Hilo .

—To leave or place something.

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“E waiho mai i ka mea ʻai ma laila (Leave the food there).”

—Kilia Hare, Hawaiian language student, Honolulu Community College

For more information on other elements of the definition and usage, go to the UH Hilo .

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This article by Assistant Specialist in the College of Education at the University of �鶹��ý at Mānoa 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 �鶹��ý 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 UH Maui College – along with financial support for teacher candidates from sources such as Kamehameha Schools’ Hookawowo Scholarship, the �鶹��ý Community Foundation, and the State of �鶹��ý’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 �鶹��ý at Hilo or at the University of �鶹��ý 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 �鶹��ý.

Ke ao ia nei ka naauao, auhea mai nei la hoi ke kahua o ka pono?

—To be curious.

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“Ua nīele nā keiki ma loko o ka ʻeke. (The children were curious to look inside of the bag).”

—Kiniki Carlson, Hawaiian language student, Honolulu Community College

For more information on other elements of the definition and usage, go to the UH Hilo .

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Nahunaiki

—Little bites (a new word developed for the cookie cutter shark)

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—Hauʻoli Lorenzo-Elarco, Assistant Professor of Hawaiian Language, Honolulu Community College

This newly introduced Hawaiian name for the cookie cutter shark is part of recently published research on one of the ocean’s most elusive predators, which Lorenzo-Elarco co-authored.

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For more ʻōlelo �鶹��ý definitions and usage, go to the UH Hilo .

Hawaiian language immersion programs across the state are growing fast, however schools need more qualified teachers to meet that demand. At the University of �鶹��ý at Hilo, Kananinohea “Kanani” Mākaʻimoku is working to help fill that gap.

As director of the within the UH Hilo, Mākaʻimoku prepares educators to teach in Hawaiian medium and immersion schools. Throughout the past decade, the state’s Hawaiian immersion program has grown by 67 percent.

Kahuawaiola is a three-semester graduate certificate delivered in ʻōlelo �鶹��ý (Hawaiian). During the pandemic, Mākaʻimoku helped shift the program online, reshaping and expanding access.

“Since 2020, the average number of students enrolling from the outer islands has increased by approximately 56 percent compared to the program’s pre-2020 history,” said Mākaʻimoku.

She has seen firsthand how hybrid learning has opened doors for students in rural communities, including areas such as Lānaʻi and Hāna. That access drives her to reach even more future educators as the need continues to grow. Since its inception, Kahuawaiola has prepared 164 certified teachers.

“By preparing teachers who are fluent in Hawaiian and grounded in culturally responsive pedagogy, we ensure that Hawaiian language medium and immersion schools can continue to serve families across the state,” Mākaʻimoku said, noting that education has long been one of the most effective ways to reverse language loss in �鶹��ý.

Full-circle journey

Mākaʻimoku’s own path reflects that mission. Educated in ʻōlelo �鶹��ý from preschool through high school, she later spent 16 years teaching in immersion classrooms. She earned her bachelor’s degree in at UH Hilo, along with a through the Kahuawaiola program and a master’s degree in . She is now pursuing her doctorate in within UH Hilo’s College of Hawaiian Language.

—By Susan Enright

Just in time for Mahina ‘Ō������� �鶹��ý (Hawaiian Language Month), PhD candidate Nicholas “Kealiʻi” Lum is turning social media into a classroom for cultural deepening.

Hiʻona Haku Mele, Lum’s new Instagram video series, invites learners to explore the poetic soul of Hawaiian music, going beyond conversational speech to uncover the unique lexical phrases that make mele (songs) distinct.

“There are specific pieces of language and ways of expression that make mele unique and separate it from common speech,” Lum explained, adding that he was inspired by Kahikina De Silva, an assistant professor at UH �Ѳ��ԴDz�’s , who recommended that Lum document these poetic devices in his dissertation.

Hiʻona Haku Mele launched on February 1 on and Instagram accounts, and new episodes will drop every Monday and Thursday throughout the month. Each minute-long video highlights a specific term, explains its function, and provides examples from recorded albums. “ʻAUHea”—listen, heed my words—is featured as the first episode’s offering.

Related UH News story: Mele �鶹��ý Reimagined: UH Hilo Makuakāne scholar bridges past and present, October 2025

Lum notes that while spoken Hawaiian and “mele language” share a foundation, Hawaiian haku mele (composers) use musical jargon to convey ideas more descriptively or poetically.

“Our kupuna had ways of expressing emotion in a far more beautiful way than saying something so literal,” explained Lum.

Makuakāne scholar

The initiative is just one part of Lum’s broader academic and creative journey. As a doctoral student at , Lum was recently named the first recipient of the . This award honors the Makuakāne family’s lifelong advocacy for ʻōlelo �鶹��ý and supports scholars dedicated to Indigenous language revitalization.

For more go to .

—Turning point, a time of change.

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“Huliau speaks to those pivotal moments when life turns and invites transformation. Like the shifting winds and changing seasons, these transitions call us to reflect, recalibrate and move forward with renewed purpose. While change can bring uncertainty, it also creates space for growth, deeper understanding and new possibility. Huliau reminds us that change is not an ending, but a continuation—shaping who we are and guiding the path ahead.”

—Jaime Kanani Green, First Lady of �鶹��ý and proud graduate of the UH William S. Richardson School of Law.

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For more information on other elements of the definition and usage, go to the UH Hilo .