A Case for Awareness: Hawaii Writers at Oregon State University

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By Kristina Lum (MA 2016, SWLF)
Krisina Lum

As most of us have seen, there is an increasing trend of international student enrollment here at OSU. This increase has prompted discussions on how instructors can address the needs of students who are learning to write in English, a language different from their native one. However, international students are not the only multilingual students. There are students who were born and raised in America but do not speak English as their first language. These students could be the children of immigrants or from a place in which another language is just as common as English.  One such student population is students from Hawaii or, as Morris Young calls them, “Hawaii writers.”

According to OSU’s 2014 fall enrollment summary, Hawaii is the third highest in state residency enrollment, which means that there is a fair number of Hawaii writers attending OSU. Since Hawaii is part of America, these students were educated in the American school system, but they are coming from a linguistic and cultural background that is different from their peers. Perhaps the most interesting aspect of Hawaii writers is that most grew up hearing and/or speaking a language commonly referred to as “Pidgin” but were educated in a school system that ephasized the use of Standard English (SE).

Although Pidgin closely resembles English, linguists recognize it as a legitimate language with its own unique grammatical structures and lexicon. However, Pidgin has been a topic of controversy because it can easily be mistaken for a form of imperfect or broken English, particularly when it comes to education. In fact, the Hawaii Department of Education attempted to ban the use of Pidgin in all public schools in 1987 because they believed that it interfered with student achievement.

Multiple studies done by scholars such as Mary Lynn Fiore Ohama et al. and Richard Day indicate that the education system in Hawaii perpetuates discrimination towards Pidgin through its preference for SE. As a result, Pidgin-speaking students may be more reluctant to speak up in class because they think that they are speaking a lesser language. Some may even try to hide the fact that they speak Pidgin by opting to switch to SE in professional or academic settings. However, the switching between languages is not always perfect and elements of Pidgin can show up in their English speech or writing. When this happens, Pidgin might be mistaken for “improper” English.

The case of Pidgin-speaking Hawaii writers is an example of how the favoring of SE continues to de-legitimize the use of other languages or linguistic variation in academia. Therefore, it is important for us to recognize the assumptions we have about the linguistic backgrounds of our domestic students and the potentially disenfranchising elements of SE for students like Hawaii writers. This, however, is not an argument against teaching SE; it is an argument for awareness.

Being aware of the backgrounds of our students can help us make sense of the writing that students turn in. For instance, what might appear to be a paper written by a lazy student who wrote her essay one hour before the due date might instead be a paper from a multilingual student who is still struggling to successfully translate her thoughts into SE.

Simple activities such as collecting notecards with information about where the student is from or having students write a short essay about their past writing experiences can provide a better context for our assessment. As a result, we can re-evaluate the ways in which we respond to student writing. This does not necessarily mean that we need to lower our expectations. Instead, such practices call for us to read, teach, and assess with more patience and understanding when student writing does not meet our expectations.

While unique, the situation of OSU Hawaii writers is not the only one of its kind. If we consider the range of dialects, vernaculars, creoles, and accents present in America, we are looking at a large spectrum of linguistic diversity within our domestic student population. Being aware of this diversity is the first step in creating more inclusive pedagogies that will better serve our students.

Reference List:

Day, Richard R. “The Development of Linguistic Attitudes and Preferences.” TESOL Quarterly 14.1 (1980): 27-37. Print.

Ohama, Mary Lynn Fiore, Carolyn C. Gotay, Ian S. Pagano, Larry Boles, and Dorothy D. Craven. “Evaluations of Hawaii Creole English and Standard English.” Journal of Language and Social Psychology 19.3 (2000): 357-377. Print.

Young, Morris. “Standard English and Student Bodies: Institutionalizing Race and Literacy in Hawai‘i.” College English 64.4 (2002): 405-431. Print.

Young, Morris. Minor Re/Visions: Asian American Literacy Narratives as a Rhetoric of Citizenship. Carbondale: Southern Illinois University Press, 2004. Print.

154 thoughts on “A Case for Awareness: Hawaii Writers at Oregon State University”

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  129. This is so real, I honestly never thought about the linguistic struggle Hawaii writers face despite being part of the American school system. It’s wild how Pidgin is still so misunderstood in academic circles, and honestly, the bias towards Standard English often makes instructors miss the mark when assessing these students. I’ve been trying to be more mindful of these hidden backgrounds in my own work, and even though it’s unrelated, I sometimes use AI Outfit Changer to clean up visuals when I’m putting together course materials just to keep things professional without overthinking it. Thanks for shedding light on how we need to approach these diverse student narratives with more patience.

  130. honestly this piece on Hawaii writers is so eye-opening, I always assumed pidgin was just improper english but I was so wrong. I ended up using AI photo upscaler to fix some old family photos while I was reading this, and it really made me think about how much context we miss when we just judge things at face value.

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  133. It’s so real how we often overlook the linguistic diversity of domestic students like the “Hawaii writers” you mentioned. I’ve definitely had moments where I misjudged a student’s writing simply because I wasn’t accounting for their background, which is honestly a bit embarrassing in hindsight. I’ve started using change text in poster whenever I need to tweak some posters or handouts for class, and it really just saves me so much time. Thanks for bringing this up, it’s a necessary perspective shift for all of us.

  135. The point about Hawaii writers navigating that gap between Pidgin and SE is so real, though I’d push back a bit on the idea that standard English is the only hurdle. Honestly, instructors just need better tools to recognize when a student’s voice is being stifled, so I ended up using change photo in image seamless to fix up some old slide visuals instead of stressing over minor typos in my own drafts. It’s all about meeting them halfway rather than just grading based on rigid institutional expectations.

  136. The point about Pidgin being constantly misjudged as “broken” English is so real, and it makes me think about how much bias we carry into grading without even realizing it. tbh it’s exhausting how the system pushes for this rigid standard when it clearly ignores the linguistic reality of so many students. I was actually just playing around with some visual data representations using GPT Image 2-great image generate model to visualize these kinds of structural gaps, and it got me wondering: do you think moving toward more flexible grading rubrics actually helps students, or does it just create more confusion in the long run?

  137. This post really hit home for me because I remember teaching a freshman comp course a few years ago where I totally misjudged a student’s writing. I thought he was just rushing, but it turned out he was navigating a similar linguistic background to the “Hawaii writers” you mentioned, and I’d honestly just been too focused on Standard English norms to see it. It’s a good reminder that we need to look closer at where our students are coming from before marking up their papers. I actually ended up using Seedance2 to help build some localized language tools for a project, and it made me realize how much context matters in communication. Thanks for sharing this perspective, it’s so real.

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  140. this is so real—i remember a friend from oahu struggling with similar assumptions back in grad school, and honestly, the way people dismiss pidgin as just “broken english” is so frustrating. i usually route my translation projects through cheaper AI model API to handle nuance better, but it’s clear we still need way more awareness about linguistic diversity in the classroom.

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  142. Had a roommate from Hawaii back in college, and hearing him switch between Pidgin and SE was honestly eye-opening regarding how much we overlook domestic linguistic diversity. Just last week I used remove text from image online free to clean up some text from my old lecture notes, but it really makes you think about how often we misjudge student intent just because their writing doesn’t follow strict SE conventions.

  143. This article really resonated with me, especially the point about how international students aren’t the only multilingual writers on campus. The call for instructors to be more aware of diverse linguistic backgrounds is crucial. I appreciate the specific examples and suggestions for creating a more inclusive writing environment.

  144. This is a thoughtful piece on the often-overlooked diversity within multilingual student populations. The point about Hawaii writers having distinct linguistic and cultural backgrounds really resonated, as it highlights the need for more nuanced approaches in writing instruction. Thanks for bringing this perspective to light.

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  146. This is a thoughtful piece on multilingual writers, especially the distinction between international and domestic multilingual students. The point about awareness is crucial – considering the diverse backgrounds of students can truly transform writing instruction. Thanks for shedding light on this often-overlooked aspect.

  147. Oh wow, looking at OSU enrollment data, I never realized how common Hawaii writers are on campus, making me think of how easily people can remove words from picture when they misunderstand diverse linguistic backgrounds. Sitting on the subway this morning, this article really made me wonder why we are so quick to judge student writing without knowing their unique dialect stories.

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  149. This piece really resonated with me, especially the reminder that multilingual writers aren't always international students. I grew up in a household where another language was spoken at home, and I know firsthand how that shapes the way you approach writing in English. It's easy for instructors to make assumptions based on a student's background, but the article makes a strong case for pausing and listening first. For anyone working with students who might be struggling with cube notation or spatial reasoning in a different context, I've found that visual tools can bridge a lot of gaps. If you ever need a hands-on way to think through a 3D puzzle, this 魔方還原器 is a neat resource to explore.

  150. It’s honestly so real how we often mistake linguistic variation for academic laziness without even realizing it. I’ve been trying to find more inclusive ways to connect with my students’ backgrounds lately, and I even started using Choose a color direction for your line art to make some custom activity sheets for them to visualize their own stories. Have you found that asking about their linguistic history actually shifts their engagement in the classroom, or do they still seem a bit hesitant to open up?

  151. This is such an important conversation about linguistic diversity in academic spaces. The point about how easily Pidgin can be misread as “lazy” writing really resonates — context changes everything when we assess student work. It reminds me of how my own editing process has been transformed by tools that help clarify expression without losing the writer’s unique voice. For anyone working with multilingual students or refining their own writing, I’ve found that AI-assisted drafting can be a helpful bridge, similar to the awareness Kristina advocates for. It doesn’t replace teaching or standards, but it offers another layer of support. For example, platforms like wan3video.app show how accessible tech can help translate ideas into polished formats, much like how we hope to help students translate their thoughts into SE. Awareness, after all, should extend to the tools we use.

  152. This makes me think about how we could apply the same awareness to our own writing syllabi—maybe by auditing the readings each term to see which voices are missing. I’m curious if anyone has tried a simple checklist for that kind of review.

    image editing workflow

  153. tbh this is so real, mistaking Pidgin for ‘broken English’ happens way too often because educators dont look into the cultural context. I was actually prepping some slides on this topic last month and used erase watermarks from photos to clean the watermarks off some old dialect maps, but coming back to the post, we definitely need more of this awareness in grading.

  154. tbh the bias against Pidgin in academic writing is so real, but I’d push back slightly on just relying on teacher patience; we also need practical ways to encourage early drafting. I’ve started having students submit quick PDF portfolios—usually running them through PDF Compressor first to fit the LMS size limits—which helps me spot these linguistic variations way before the final grading.

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