We have worked iteratively and collaboratively over the past four years to balance the influence of Western-centric practices while honoring and celebrating Native Pacific ways of doing and being to advance the oral language, phonological awareness, and alphabet knowledge of keiki and their‘ ohana( families). During this time, we incorporated children’ s literature, objects of interest, and mele( songs) that reflected local practices. However, we were challenged to identify existing resources that met our expectations for culturally sustaining( Paris 2012; Paris & Alim 2017), culturally responsive( Gay 2000) alphabet instruction. In this article, we describe how we filled this need by creating and using curricular materials— specifically, alphabet posters and accompanying supports— that center the local language, places of interest, and vocabulary familiar to keiki and their‘ ohana. We then provide suggestions for ways early childhood educators can apply our approach in a variety of settings to honor children’ s ways of knowing and being.
Culturally Sustaining Alphabet Instruction
Decades of scholarship have taught us that among several equally important skills, a strong understanding of the rules of written language supports young children as they learn to read and write( Piasta & Wagner 2010). This includes instruction in letter recognition, the alphabetic principle, and letter-sound associations( see“ Key Definitions Related to the Alphabet in English” on page 19).
Likewise, accumulating research indicates“ an urgent need for culturally responsive, anti-bias pedagogy based on the increasing cultural and linguistic diversity of children being taught in the United States”( NASEM 2024, 95). Early childhood curricula should provide mirrors so that children can see themselves, their families, and their communities reflected in their learning environments, materials, and activities( Bishop 1990; NAEYC 2020). This means that educators must plan curricular experiences that build on the funds of knowledge of each child, family, and community so that learning experiences are culturally and linguistically sustaining( Moll et al. 1992; NASEM 2024).
To align with these goals, culturally sustaining alphabet materials must integrate and affirm children’ s social and cultural contexts, their home languages, their assets, and their agency. The literacy curriculum Kanani used in the opening vignette did not reflect these principles. While the alphabet materials and accompanying curriculum guides were designed to support the explicit teaching of all elements of alphabet knowledge, progress toward the anticipated instructional goals was stalled when keiki encountered language examples that did not reflect their background knowledge and lived experiences. This compromised an opportunity for keiki to learn foundational emergent literacy skills and created a sense of confusion and frustration— for both them and their kumu!
Integrating and Affirming Children’ s Home Languages
Culture is born of and preserved through language. Countless Indigenous languages have been silenced by colonization and other forms of forced occupation throughout history( Lane 2023). In 1896, the Republic of Hawai‘ i banned the use of‘ Ōlelo Hawai‘ i as the medium of instruction in public schools. The use of the Hawaiian language was prohibited, and students were forced to continue their education in English only. The ban also discouraged speaking Hawaiian at home.‘ Ōlelo Hawai‘ i was not heard in schools for four generations( Olina et al. 2022).
Not until 1978 was Hawaiian recognized as an official state language. That same year,‘ Ōlelo Hawai‘ i was reintroduced into public school curricula via amendments to the state constitution, which stated
18 Young Children
Summer 2025