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VOYAGING TO NEW LIVESAND NEW SCHOOLS
Micronesians:
Micronesians have voyaged for millennia
(Photo owned by Rachel Miller, used with her permission.)
Reasons for voyaging: Adventure Resources:
**Food sources **Materials & supplies **New brides New land: **Ease over-population **Following typhoons
(Taken from Pacific Neighbors, page 34.)
Voyaging Eras:
Pre-contact
None following contact till WWII
Pre-Compact: **Palauans to Guam
**Pell Grants
Since COFA
Reasons for Compact of Free Association (COFA)
WWII was fought in their islands
UN entrusted TTPI to America for development
Period of benign neglect
Use of Marshall Islands for nuclear testing
Establishment of Peace Corps
Compacts went into effect:
1986 for FSM (Federated States of
Micronesia) includes: Yap, Chuuk, Kosrae &
Pohnpei
Compacts went into effect:
•1986 for RMI (Republic of Marshall Islands) includes 27 inhabited islands
Compacts went into effect:
1994 for ROP (Republic of Palau) Includes hundreds of “rock islands”
•These 3 island nations constitute the FAS (Freely Associated States)
•Through joint congressional-executive agreements between the USA and FSM, RMI and ROP
Compacts allow for citizens of FAS to enter the USA to engage in occupations andestablish residence asnon-immigrants
(from U.S. Department of Commerce, page 1)
And so they cameand continue to come
Dr. Hilda Heinetold me:
“It took about ten years before Micronesians realized that the Compact allowed them to migrate into the United States without a passport or visa. The migration started in the mid-1990’s and ispicking up speed.”
Why do Micronesians come to the US?
For opportunities: *Jobs *Health care *education With intention of returning home when need
fulfilledDanny Rescue, Senior Consul of FSM at the FSM Consulate
Is there a pattern to migration?
Migration pattern similar to pattern of Africans migrating into Europe Communal family decision Young single men go first *Educated *with job skills *with English proficiency Acquire entry-level position Establish a home base
Dr. Lola Quan Bautista
(Photo taken from CPIS web site)
Is there a pattern to migration?
Hopscotch pattern Other family members follow Obligation to assist them Immigrants might move on or
back Migration becomes circular Immigrants return for important family events (death of parents)
Where are these immigrants?
(Taken from Pacific Neighbors, page 25)
Where are these immigrants?
2008 Estimate of COFA Migrants:
Hawaii 12,215 Guam18,305 CNMI
2,100 American Samoa
15 (Taken from “Final Report: 2008 Estimates of Compact of Free Association Migrants” page 3)
How large is the Micronesian population?
Although the population doubled from1990 to 1997, it is still small in proportion to Hawaii’s total population
As of 2008, it was 1% of the state’s population
(Hammond & Filibert, page 23)
What are the employment prospects?
Use with permission by Crystal Shirai
Used by permission by Batson Sirasira
According to Mac Marshall:
Most jobs are of the “unheralded, largely forgotten variety”
Fast food industry Housekeepers Certified nursing assistants Security guards
From Namoluk Beyond the Reef, page 90)
What are the employment rates?
Micronesian Total
FSM RMI
Palau
Employed 2,190 1,501 518
171
Unemployed 258 181
71
6
Percent unemployed
10.5%
10.8%
12.1%
3.4%
Data from OIA (2003)Taken from Hammond & Filibert, page 29)
So what is the Micronesian unemployment rate now that Hawaii’s unemployment rate is 7.2% (as of May 2009)?
Where do the COFA immigrants live?
In 2004 when I first started studying Micronesian immigration, they were
living in areas with population concentration
such as:
Federal housing projects such as KPT
Therefore their children went to certain schools:
For middle school the children went to:
With students attending Farrington for high
school
Other schools with a high concentration of
Micronesian students include:
Where are these students now?
Fern 15%
Farrington 18%
Linapuni 30%
Palolo 32%
Jefferson 23%
Aiea El. 15%
Waipahu El. 20%
Na’alehu 17%
Statistics provided by Dr. Tom Saka, Information Specialist
What languages do they speak?
Some schools have tremendous proportion of ELL students
Cantonese 918 Lao 169Chinese 11 Mandarin 429 Chuukese 2,016 Marshallese 1,835English** 3,838 Pohnpeian 295Cebuano 456 Portuguese 58French 29 Russian 31German 38 Samoan 1,224Hawaiian 159 Spanish 1,462 Ilokano 5,317 Tagalog 2,238Japanese 1,321 Thai 84Korean 857 Tongan 607 Kosraean 203 Vietnamese 836
Total 25,813
Figures are current as of June 2009Provided by Anreas WiegandEducational Specialist for DOE
How do Micronesian languages stack up against other common
ELL languages?Chuukese 2,016Kosraean 203Marshallese 1,835Pohnpeian 295
Total: 4,349 Cebuano456
Ilokano 5,317Tagalog 2,238
Total: 8,011
There is no such language as “Micronesian”
Chuukese NukuoroEnglish PááfangKapingamarangi PingelapeseKosraean PohnpeianMokilese PuluwateseMortlockese SatawaleseNomonuito UlithianNgalik Men’s Creole WoleaianNguluwan Yapese
(Taken from www.ethnologue.com/show_country )
What are the problems
(“challenges”) and solutions
when working with Micronesian
students in our schools?
Lack of prior schooling
“Students come into Hawaii’s schools with little or inconsistent prior schooling. You can have a 5th grader arrive and have to start him on learning the alphabet.” (Personal communication
May 19, 2009)
Challenges/Solutions
Those problems are characteristic of the differences between students entering from rural as opposed to urban schools. I have seen the same problem with students coming in from rural China.
Challenges/Solutions“Sometimes it is difficult
to sort out the problems associated with growing up in poverty from second language issues. If a student is coping with both problems, their difficulty in coping with academic demands is compounded.” (Personal communication
June 23, 2009)
Challenges/Solutions
Melody Lin, the ELL Chair for Farrington High School says: “It just seems as if I have a whole lot more challenges than I have solutions.”(Personal communication May 21, 2009)
Challenges/Solutions
Farrington High School held an evening open house for their ELL parents explaining different issues such as discipline and credits needed for graduation.
“Discipline is a real problem especially for those students who did not migrate with their parents but only their auntie. It is hard to locate an adult who is truly accountable for their behavior.”
Challenge:
Personal communication with Melody Lin on May 19, 2009
Challenges/Solutions
A map bulletin board in
Stephanie Yamamoto’s ELL class at Ka’ewai demonstrates interest and pride in her students’ homelands.
Challenges/Solutions
At Kalihi Waena, they have a Para-Professional Teacher who speaks Chuukese (Smileen Dobich) works with very small groups of ELL students pick up basic academic skills.
Challenges
One challenge Kalihi Waena has faced with Micronesian students and even previous PPT, was that the family was top priority in life for Micronesians. That means that family needs come before attendance at school.
(Personal communication with Jane Onishi, May 19, 2009)
Recommendation from Lauri Condo, Honolulu District ELL Resource
Teacher
“Even if you do not have the money for extra ELL PPT’s, you can raise the level of understanding of the teachers by bringing in MCAP presentations.”
(Personal communication on June 5, 2009)
MCAP (Micronesian Cultural Awareness Program)
Recommendations from Canisius Filibert
Display interest in their homeland & culture Allow students to stay in their peer group Speak slowly and softly Allow time for them to think & translate Show them an example of end project Understand that they hesitate to participate
until/unless they are sure of their abilities Understand that looking down is sign of respect
(Part of MCAP presentation on May 21, 2009)
Recommendations from Julie Walsh Kroeker:
Allow the students to do group activities
Allow the students to organize the responsibilities themselves
Understand that there are hidden rules of respect/status that the students are aware of but we are not (Taken from MCAP presentation of April
25, 2009)
(Photo taken from CPIS web site)
Dr. Hilda Heine recommends
Consider these Micronesian students to be as smart as every other student
Do not be too quick to allow them the easy way out of putting them into ELL and special education
Challenge our children (Personal communication on July 22, 2004)
Please break up into small groups for the next 15 minutes to reach your own conclusions on the best way to service our Micronesian immigrant students
What are your recommendations?
ReferencesBautista, Lola “Micronesian Migration: A Closer Look at FSM Migration to Guam.” UHM
Master’s Thesis. 1994.Dunford, Betty Pacific Neighbors: The Islands of Micronesia, Melanesia, and
Polynesia. Honolulu: Bess Press. 2006.
Hammond & Filibert “A Study of Individuals and Families in Hawai’i from the Federated States of Micronesia, The Republic of the Marshall Islands, and Other Northern Pacific Islands. McInerny Grant, 2007.
Heine, Hilda “Micronesian’s Contributions and Challenges in Hawai’i” Power Point slide show at “Micronesian Voices in Hawaii”. April 3, 2008.
Saka, Tom PhD Information Specialist for State of Hawai’i.U.S. Department of Commerce “Final Report: 2008 Estimates of Compact of Free Association
(COFA) Migrants.” U.S. Census Bureau. April 2009.
Wiegand, Andreas Educational Specialist for ELL for State of Hawaii.
www.hawaii.edu/cpis/peoplewww.ethnologue.com/show_country
Interviews
Condo, Lauri 5/16/09Filibert, Canisius 4/21/09Heine, Hilda PhD 7/22/04Lin, Melody 5/21/09Onishi, Jane 5/19/09Rescue, Danny 7/22/04Walsh-Kroeker, Julie 4/25/09Weigand, Andreas 6/23/09Yamamoto, Stephanie
5/20/09