Talking Story about Pidgin
Exploring the creole language of Hawai‘i
Talk Story about Pidgin
Check out Hawai‘i kine Pidgin
Materials for Educators: Section I

Objective: The objective of all of the activities in Section 1 is to encourage students to reflect on language as a social force that is directly linked to our history, our culture, and our identities. Because many students have not considered Pidgin a ‘real’ language before, it is expected that they will, at first, resist the idea of seeing it as a legitimate language. However, through doing some of these language awareness activities, they should develop a deeper understanding of Pidgin and its role in Hawai‘i as a language of local identification, connection, and even exclusion.

Lesson 1: Pidgin Grammar Quiz

Directions: Distribute the quiz below to groups of 2-4 students and ask them to work together to determine if each of the following sentences is acceptable in Pidgin or not. Note that the students are not supposed to be translating the sentences to English. If they feel a sentence is unacceptable, they have to correct it to acceptable Pidgin (not English!). The purpose of doing this assignment is for students to discover that Pidgin does have a grammar and to consider the implications of this.

Sentence provided
(*) indicates problematic grammar
Correction (if relevant) and grammar point
1. *We wen seen dat movie already. Changes: We wen see dat movie already.

Pidgin wen acts as a past tense marker, making the past tense marking on seen ungrammatical
2. Da car red. Changes: none

Pidgin does not always require the ‘to be’ verb. Alternatives are possible, however, such as Da car stay red (which makes use of stay and indicates a change of state or comment about the speaker’s expectations) as well as Red da car (which follows Hawaiian syntax and may be considered a ‘deeper’ form of Pidgin)
3. *Joe not stay playing football. Changes: Joe no stay playing football.

Not cannot be used before the verb when it is preceded by stay; no is used before stay
4. She stay eat da cake. Changes: none

Like all languages, Pidgin has variation. This sentence is acceptable, though some Pidgin speakers may debate what it means. For some, it can man ‘She has eaten the cake,’ while others feel it means that ‘She is eating the cake.’ Some people may feel that She stay eating da cake is also acceptable. This would create the unambiguous meaning of ‘She is eating the cake.’
5. *Mary wen pau cooking da rice. Changes: Mary wen pau cook da rice.

Wen and –ing forms of verbs are not compatible since wen indicates a completed action and –ing marks ongoing action

Student Worksheet

1) Read each sentence one at a time. Work with your group to decide if the sentence is an acceptable Pidgin sentence or not. Check OK or Not OK to indicate whether the sentence would be spoken by a Pidgin speaker.

2) If the sentence is Not OK, rewrite it so that it is acceptable.

3) What did you change? What is the grammatical difference between the problematic version and the acceptable version? Write down a brief explanation of the grammar point.

1. We wen seen dat movie already.

OK ___          Not OK ___
Changes:
2. Da car red.

OK ___          Not OK ___
Changes:
3. Joe not stay playing football.

OK ___          Not OK ___
Changes:
4. She stay eat da cake.

OK ___          Not OK ___
Changes:
5. Mary wen pau cooking da rice.

OK ___          Not OK ___
Changes:

Pidgin grammar compared to English

 

PIDGIN

ENGLISH

Vocabulary
Sometimes people get confused when thinking about Pidgin as a language that’s different from English because Pidgin and English vocabulary sometimes overlaps. However, there are some words that are distinctly Pidgin and some that are distinctly English. Sometimes the same word can have different meanings across the two languages.

get
You get one pen?
(Pidgin get refers to present tense states/facts)

have
Do you have a pen? (English have refers to present tense states/facts)

choke
Get choke mango dis year.

lots/lot
There are a lot of mangoes this year.

grinds
Going get grinds?

food
Will there be food?
note: In Rhode Island, ‘grinder’ is used to refer to sub sandwiches

try
Try call her.
Pidgin try =please

try
 Try to call her.
English try = make an attempt

Grammar
Pidgin and English have different grammars, despite the fact that the words often sound similar. Therefore, what is grammatically correct in Pidgin may seem like incorrect English. People often feel Pidgin is broken English’ because they are not aware of which structures are Pidgin and which are English.

past tense wen
I wen sleep good las’ night.

past tense –ed or irregular verb past tense (often –t)
I slept well last night.

past tense negation
I neva eat yet.
 I neva see da guy.
note: some English speakers get confused when they hear Pidgin neva because they think it means ‘not ever’

 past tense negation did/have + n’t + verb          
I haven’t eaten yet.
I didn’t see the guy.
note: never in English can only mean that something has not ever happened

the verb stay
I stay using om.
note: Linguists agree that stay likely comes from Portuguese estar, ‘to be’

am or is, but implying a continuing state
I am using it.

Pronunciation
Some words and phrases in Pidgin and English have different pronunciations which may lead to other difficulties because of being viewed as ‘lazy speech’.

tink
Wot you tink?

think
What do you think?

lidat
No ack lidat.

like that
Don’t be like that.

as or das
As how we do om.

that’s
That’s how we do it.

Interpersonal communication
Sometimes Pidgin speakers use different types of body language when compared to English speakers, which can lead to misunderstandings in the classroom.

Many Pidgin speakers look away frequently when talking in order to be polite to the other person.

Many English speakers expect steady eye contact because, for them, it shows interest and respect.

Many Pidgin speakers do not like to be singled out in the classroom and prefer to do things as a group, reflecting the egalitarian nature of the language.

Many English speaking students and teachers think that knowledge is best displayed when individual students answer questions in front of the entire class.

LESSON 2: DIALECT, ACCENT, SLANG, and JARGON
and why Pidgin isn't any of these

Oftentimes, people think of Pidgin as a dialect of English, or they may even call it slang or a kind of jargon. Linguists have special uses for these terms, and it turns out that Pidgin is none of the above. However, like all languages, there are dialects and accents of Pidgin, Pidgin has slang, and people can use jargon in Pidgin.

dialect

Dialects are simply varieties of a language. Some dialects are comprehensible (for example, American and Australian English are both dialects, and Americans can normally understand Australians) – but others are not. In China, Cantonese and Mandarin are described as dialects of Chinese language, but Mandarin and Cantonese speakers cannot understand one another’s languages.
A common myth that exists is that some people have a dialect and others
don’t. The truth is that everyone who speaks a language also speaks a dialect. English speakers who live in Chicago, for example, speak the dialect of American English known as “Northern Cities dialect” while people who live in New Orleans speak the dialect of American English linguists have labeled “Delta South dialect.” Sometimes dialects are not associated with a region, but are instead shared ways of speaking among certain ethnicities. For example, many African Americans speak African American English, a dialect that is remarkably similar among African Americans, whether they live in Atlanta, Los Angeles, or New York City.

Pidgin example: Oahu Pidgin is different from that of the Big Island or Kauai. For example, for past tense, wen is used on Oahu, as in “I wen eat” – but on Kauai, many people use been in place of wen, as in “I been eat.”

 

accent

This word refers to the different ways of pronouncing the same language. For example, people who live in states like Georgia and Alabama are thought to have Southern accents. They may pronounce words differently from Californians (for example, not making any distinction between pin and pen). People can have different accents in Pidgin (a Filipino accent, a Big Island accent, a haole accent etc.)

 

jargon

Technical vocabulary used among a specific group. For example, football fans might say “The Giants’ nickel defense sacked the Cowboys’ quarterback in the shotgun formation with an all-out blitz .”(1) People who don’t know American football might not understand what this means.

Another example might be lawyer-ese. While someone might say "If it ain't broke, don't fix it," the lawyer might write this same idea as: "Insofar as manifestations of functional deficiencies are agreed by any and all concerned parties to be imperceivable, and are so stipulated, it is incumbent upon said heretofore mentioned parties to exercise the deferment of otherwise pertinent maintenance procedures."

 

slang

though difficult to define, slang refers to vocabulary that is usually seen as informal and which is frequently used among young people in casual situations. A hallmark of slang is that it is temporary and is replaced by new words after a certain period of time. In American English, slang words that are no longer common include:

cat (1950s)                         
betty (1950s)                     
groovy (1970s)                 
radical, rad (1980s)        

person, man
female
cool, nice
amazing, cool, exciting

Note:
(1) Example taken from p. 62 of Wortham, W. & Schilling-Estes (1999). American English. Malden, MA: Blackwell.

Of course, languages also simply change over time as well, and these changes are not necessarily viewed as new slang entering or exiting the language. The English language changed a great deal when it began spreading around the world, and the result is that English in the USA is different from the English spoken in Britain and Australia. Consider the following differences in vocabulary use:

American British Australian

cookie

shopping cart

pickup truck

18-wheeler

mailbox               

thanks 

biscuit  

trolley  

truck

lorry

postbox              

cheers 

bickie

trolley

ute

truck

letterbox

ta

Activity 1
Like all languages, Pidgin has slang terms that have been phased out over time. New Pidgin slang includes words like ampin and hamas, for example. What are some other slang terms that you may use, but that you don’t think your parents or other adults use?

Activity 2
Some slang words become part of the language and can become acceptable everyday words while other slang words fade away. Rate the following words on a scale of 1(the least slangy) to 3 (very slangy) and put a checkmark to show whether you would use the word in the following situations:

E
N
G
L
I
S
H

Word

slang rating

use with friends?

use with adults?

use in writing?

chicken (‘afraid’)

 

 

 

 

zilch (‘nothing’)

 

 

 

 

awesome (‘good’)

 

 

 

 

flunk (‘fail a class’)

 

 

 

 

to suck (‘to be disappointing’)

 

 

 

 

your own
word:

 

 

 

 

 

 

 

P
I
D
G
I
N

your
own word:

ampin

slang rating

use with friends?

use with adults?

use in writing?

hamas

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 3: Language change
In the film Ha Kam Wi Tawk Pidgin Yet?, the teacher talks about how Pidgin has changed over time. He points out the word hammajang (‘messed up’) and explains that many younger people use the word buss up or all buss up now instead of hammajang.

Look at the following Pidgin words. Translate the word into English, then indicate whether your own use of each word, including whether you have ever heard of this word before:

Word and translation

heard it

use it

hammajang          all messed up

   

 

kapakahi

 

 

bocha

 

 

zori

 

 

kaukau

 

 

bumbye

 

 

garanz

 

 

gassa gassa

 

 

hemo

 

 

jabone

 

 

shibai

 

 

 

LESSON 3: PIDGIN CAN!
What can you do in Pidgin?


Objective: To challenge stereotypes about what certain languages (and people) can do. To practice reflective, critical thinking about language by comparing stereotypes about Pidgin with actual experience.


Summary: Students will first brainstorm a list of things that they both CAN and NO CAN do if they speak Pidgin. Then, they will view the 20-minute documentary Ha Kam Wi Tawk Pidgin Yet?, noting the various activities that the people do using Pidgin. This will give them an opportunity to reflect on the differences between stereotypes and actual experience. They will also look at images on sls.hawaii.edu/Pidginto see how written forms of Pidgin are used. They will then brainstorm more examples of Pidgin use outside of stereotypical contexts.

Activity 1
Divide students into pairs or small groups. Ask them to use a blank piece of paper to create two lists with the following headings on top:
If you tawk Pidgin, you no can            If you tawk Pidgin, you can
Students will likely come up with categories that treat Pidgin as a language which limits speakers' socio­economic mobility, and as a language that is to be used only for casual settings. This is to be expected. Once this task is completed, ask students to share their ideas, creating a master list on the board.

Activity 2
Tell students that they are now going to compare what they have asserted with a documentary on Pidgin that shows how people actually use Pidgin in real life. Show them Ha Kam Wi Tawk Pidgin Yet? (20 minutes). As they watch the film, ask them to write down any additional categories of activity that they see Pidgin being used for.

Note: HKWTPY? depicts people using Pidgin or talking about using Pidgin for the following:

  • communicating with family
  • talking about prom
  • talking story
  • talking to the governor
  • working on cars
  • teaching social studies
  • hanging out with haoles
  • learning social studies
  •  

    3. To further expand these lists, ask students to look at the examples of Pidgin in public on the website sls.hawaii.edu/Pidgin. They should note the following additions:

    • To endorse a politician (Mo bettah for mayor)
    • To create a trustworthy business image (We don't just snake, we clean 'urn)
    • To be environmentally conscious (No be lolo)
    • To announce one's ethnic identity (100% Hapa)
    • To show pride in one's roots (Molokai mo bettah)
    • To sell food (Broke da mouth; 2 new local grindz)
    • To announce business hours (we stay close)
    • To write a letter to the editor (Raining on our parade)

     

    Extension Activity
    Students can watch the segment of Pidgin: The Voice of Hawai'i in which Lee Tonouchi performs "No Can" (also available in Living Pidgin). They can devise their own slam poetry and perform it for the class.

     

    LESSON 4: Pidgin in Public
    What can you do in Pidgin?


    Objective: The focus of this lesson is to reflect on the following question: What functions does Pidgin have in the linguistic landscape of Hawai`i? This question is important since many people do not appreciate Pidgin, and yet, they use this language to advertise their businesses, to advocate for politicians, and to show their pride as residents from particular islands in the state of Hawai`i. This lesson encourages students to consider this contradictory state of affairs and to make sense of the ways that people use their multilingual resources in Hawai`i.

    Activity 1
    With the students, examine the images posted at http://sls.hawaii.edu/pidgin/pidginInPublic.php

    As a large group:
    1. Identify the usage of Pidgin — what aspects of each sign is in Pidgin and in English?
    2. Assess the usage of Pidgin — how does the choice of Pidgin or English add to the meaning of the sign? Is the Pidgin "authentic"?
    3. Translate the sign into English only. What effect does this have on the tone of the message? How does it alter the presumed audience? And finally, how does it change the impact of the message?

    Activity 2
    Resource: "Raining on our parade" by Kalani Fukumoto (Honolulu Weekly, Dec 2-8, 2009) (see next page)

    1. Read the letter to the editor by Kalani Fukumoto, which argues for appropriate use of state money that is currently in the state's "rainy day fund."
    2. Discuss the main arguments that Fukumoto makes. What is he complaining about?
    3. Think about language choice.
      1. First, underline what you consider Pidgin in the first paragraph of hte letter.
      2. Second, consider how switches from Pidgin to English (or vice versa) create particular meanings in the letter. What extra impact does switching between languages produce? Why not just use English or just Pidgin?

        Wen Aloha Airlines went down, our government officials felt so badly, dey stey propose free medical coverage for all of these furloughed people, free counseling too. Real good-hearted officials we get. I remember all of the job fairs we had all of a sudden to get those people back to work. Eh, but still yet, our government officials still neva propose to raid da "rainy day" fund for any of these airline employees or any of the Mahalo Airline employees that Hawaiian and Aloha wen squash and put down. Remember dat? No "rainy day raid" for any of the Superferry people, too.

    4. Rewrite the letter in English only. How does this change the power of Fukumoto's argument? What was lost in the process?

    Homework/Extended Activity:

    Find uses of Pidgin in public similar to the ones on the website and consider what purpose they are serving. Take a photo of the Pidgin that you find and bring it to class. In small groups, explain why are they more appropriate in Pidgin than in English.

    1. Consider the effect of translating your example of Pidgin in public to English only. What effect does this have on the tone of the message? How does it alter the presumed audience? And finally, how does it change the impact of the message?
    2. Send your photo to Da Pidgin Coup for inclusion on the Pidgin in Public site. Make sure your image is less than 5 MB.

    Raining on our parade

    Wen Aloha Airlines went down, our government officials felt so badly, dey stey propose free medical coverage for all of these fur-loughed people, free counseling too. Real good-hearted officials we get. i remember all the job fairs we had all of a sudden to get those people back to work. Eh, but still yet, our gvoernrnent officials still neva propose to raid da "rainy day" fund for any of these airline employees or any of the Mahalo Airline employees that Hawaiian and Aloha wen squash and put down. Rememba dat? No "rainy day raid" for any of the Superferry people, too. But no can beat dis one. Wen government workers get da furlough from da government officials, you can really see da fava-tism by da government officials for da government workers. Dey like raid da "Rainy Day Fun" on behalf of all da kids. I been work in construction for ova 30 years. I been "furloughed" so many times, no can count. Not only for two days a month but for two, four, six, 10 months at a time. Had to find work on da mainland, come back home work for a while and furlough again. Dat's construction. In the '80s was same like now: Real hard, we wen starve. Still, no "rainy day raid" for us My neighbor was furloughed from October 2008 until two weeks ago. One year straight furlough, no "rainy day raid" for him. He jus had a baby boy wen he got his furlough. Wea dis rainy day fund for him? Don't forget all the homeless and needy too. Wea's da rainy day fund for da rest of us?! Stop using the kids, stop da favatism, discrimination and BS. Rainy day fund for all or rainy day fund for none!

    Kalani Fukumoto Honolulu



    LESSON 5: Doing Math in Pidgin

    Objective:The purpose of this activity is to get students to realize that sometimes, we use certain languages for specific "domains" of our lives. We may use one language to talk to our families and another language for writing emails, for example. In this activity, students may struggle to 'do math' in Pidgin, as they have probably never tried this before. It will be important to link the task with a discussion about what activities they associate with Pidgin, English, and other languages (e.g., Samoan at church, llocano at home, Hawaiian for extracurricular activities, Japanese at work, Pidgin at work, etc.)


    Directions: Divide students into two groups (or several small groups with each assigned to one task) and ask them to solve the following word problems. The word problems can be written on the board, provided verbally, or distributed to the students in written form.

    If they are struggling, give them Clue #1 and then Clue #2. After they have solved the story, discuss how 'thinking in Pidgin' or 'thinking in English' was harder or easier for them. Also discuss the idea of 'doing math in Pidgin' - have they ever done math in Pidgin (or another language) before?

    • You have three mongooses and three chickens on an island, but the island is sinking. You have a boat but you can only take two animals at a time in the boat. If the number of mongooses ever outnumbers the number of chickens in any one place, the chickens will get eaten. How do you get all the mongooses and chickens to the other island?
      • Clue 1: Send a mongoose first.
      • Clue 2: The boat can never come back empty
    • Get three mongoose and three chicken on one island. Da island stay sinking so they gotta get to the odda island. They get one boat but the boat can only hold two animal one time. If get more mongoose than chicken, den da mongoose gon eat da chicken. How you gon get em all to da odda island?
      • Cluel: Try send da mongoose first.
      • Clue 2: Da boat no can come back empty.

      Discussion Questions

      1. What was hard about doing the problem in Pidgin?
      2. Are there different ways of thinking about numbers in Pidgin compared to English?
      3. Are there certain things you do in life that you only do in Pidgin?
      4. Are there certain things you do in life that you only do in English?