Journal articles on the topic 'Malu language (Solomon Islands)'

The Solomon Islands is situated in the South Pacific Ocean and is a low-income country. It comprises nearly 1000 islands with a total land area of 304 000 km2 spread over a sea area of about 1 500 000 km2, making communications, travel and service delivery difficult and creating inequities in access. The population of the Solomon Islands was estimated to be just over 580 000 in 2008, and is young, with 42% aged under 15 years (Solomon Islands Ministry of Health, 2006). The majority of the people are Melanesian (93%) and 98% of the population belong to a Christian church. The population is, though, extremely diverse, with 91 indigenous languages and dialects being spoken, in addition to the Solomon Islands pijin (the most common language) and English (the official national language). Over 83% of the population live in rural areas, where subsistence agriculture, fishing and food gathering are the main sources of income. There is no substantial tourist industry. The gross domestic product (GDP) is US$1.5 billion and annual per capita income is approximately US$2800 (International Monetary Fund, 2009). Total expenditure on health represented 5.6% of GDP but only 1% of the total health budget is allocated to mental health (World Health Organization, 2005).

AbstractThrough the analysis of the various language ideologies that have shaped the sociolinguistic history of Pijin, the lingua franca of Solomon Islands, this article attempts to shed light on the peculiar complexity of the postcolonial linguistic situations where more prestigious and less prestigious languages coexist in the same sociological niche. These ideologies are: reciprocal multilingualism, hierarchical multilingualism, linguistic pragmatism, and linguistic nationalism. Specifically, the article focuses on the development and coalescence of linguistic ideologies that lead Pijin speakers to shift perceptions of Pijin—in a context of urban identity construction that acts as a force of its own. In the case of Pijin, linguistic legitimacy seems to be lagging behind social legitimacy. We show that the development of new ideologies can lead to the re-evaluation of the meaning of symbolic domination of one language (in this case English) over another one (Pijin), without necessarily challenging this symbolic domination. (Language ideology, youth, urbanization, pidgins and creoles, Solomon Islands)*

The formerly monotypic genera Tamolana Kuthy, 1910 and Ingrischia Naskrecki & Rentz, 2010 are revised. Nanoagraecia gen. nov. is introduced as new genus, and Strictonicsara subgen. nov. as new subgenus of Pseudonicsara Karny, 1912. Five new species of Salomona Blanchard, 1853, one new species of Paramacroxiphus Willemse, 1961, and one new species of Jambiliara Ingrisch, 1998 are described. An updated key to the species of Paramacroxiphus is given. The following species are described as new: Tamolana extensa sp. nov., Tamolana arborea sp. nov., Tamolana malu sp. nov., Ingrischia acuticeps sp. nov., Ingrischia brevicona sp. nov., Ingrischia carinata sp. nov., Ingrischia signifer sp. nov., Ingrischia samberi sp. nov., Salomona brevivertex sp. nov., Salomona gumunang sp. nov., Salomona fuscifrons sp. nov., Salomona longicornis sp. nov., Salomona lanigera sp. nov., Paramacroxiphus bistylatus sp. nov., Pseudonicsara (Strictonicsara) brachyptera sp. nov., Pseudonicsara (Strictonicsara) rugosa sp. nov., Nanoagraecia gibberosa sp. nov., Jambiliara rotunda sp. nov. A subdivision of the female subgenital plate of Salomona into two sclerites plus a pair of lateral appendages is described and compared to a similar modification in the genus Ingrischia.

ABSTRACTChristian churches are central to modern social and political organization in the Pacific islands, yet little research has been conducted on their role in intrasocietal diversity in language attitudes and use. We examine church affiliation and its impact on language use, identity, and change among Kwara'ae speakers in the Solomon Islands, where intense competition for converts and the association of particular churches with modernization and development is having a significant impact on language choice and change. We show that members of different sects signal their separate identities not only through linguistic code but also through discourse patterns and nonverbal aspects of communication. The characteristics we identify are illustrated in transcripts from four speakers, and the social outcomes of these characteristics is discussed. (Ethnography of speaking, discourse analysis, nonverbal communication, language change, language attitudes, Melanesia, Solomon Islands)

ABSTRACTIn a combination of ethnohistorical records and longitudinal data gathered over a period of 30 years, the development of Solomon Islands Pijin is documented and analyzed in light of the current debate surrounding creolization theory. Using a pragmatic definition of a Creole (Jourdan 1991), the authors argue that pidgins can be very elaborate codes even before they become the mother tongue of children, and that this elaboration is the result of the linguistic creativity of adults. It is further shown that, in sociolinguistic niches where adults and children use the pidgin as their main language, the impact of the latter on the evolution of the language is of a different nature. (Creolization theory, pidgin languages, substrate influences, urbanization, Solomon Islands Pijin)

Melanesian Pidgin is a cover term for closely related varieties of the English-lexifier Pacific Pidgin that is spoken in Vanuatu (where it is known as Bislama), Papua New Guinea (where it is known as Tok Pisin), and Solomon Islands (where it is known as Pijin). Structurally and lexically, Bislama is closer to Solomon Islands Pijin than either is to Tok Pisin. The precise nature of many of the structural differences between these three varieties of Melanesian Pidgin has not been widely described, partly because Bislama, and particularly Solomon Islands Pijin, are relatively little described in the literature. This paper aims to describe one grammatical feature which differentiates these three varieties. The grammatical feature that is the subject of this paper is the form se. It carries a particularly high functional load in Bislama. The same form is also present in Solomons Pijin, though in this variety of Melanesian Pidgin, it has a sharply reduced functional load as compared with Bislama. On the other hand, in most current varieties of Tok Pisin, it is almost completely absent. In those varieties of Tok Pisin in which it is present, its status as a genuinely independent grammatical or lexical item is questionable. This paper will also go somewhat beyond a straightforward structural description of se in Melanesian Pidgin, as it will also reconstruct its history in the three varieties of the language. The paper will concentrate on Bislama, as it is in this variety of the language that the form se is most widely used.

Voices Against Violence, as told to Kate Burry and Connie Grouse: Women living in the Solomon Islands share their stories as survivors of violence and/or participants in the ground-breaking Stages of Change theatre project funded by the European Union. Auckland, Aotearoa/New Zealand: British Council. 2015. English & Bislama dual language edition. 89 pages. ISBN 978-0-473-31329-6 THE SUBJECT of violence against women is one that is prevalent in Pacific countries such as the Solomon Islands. Gender-based violence, particularly violence against women, is an issue that is often treated as a cultural or societal norm.

Assessing and reforming classroom literacy has become a preoccupation of nations worldwide, not the least in the Pacific where countries are often working toward literacy in English within multilingual contexts. In Solomon Islands, in 2013, the poor results in regional and local literacy testing precipitated a review of how the English language was taught in primary schools across this multilingual nation. In the subsequent reform of classroom literacy materials and associated training for teachers, a principled approach was taken using a Systemic Functional Linguistics framework. Such an approach uses a model of language instruction based on language strata together with explicit teaching within a learning cycle to support reading and writing. This article describes how such principles from sfl were embedded into new teaching materials for the early years of primary school and the accompanying training for teachers and principals that took place from 2014–2016. The work offers a potential model of reform for other settings where the development of literacy in a non-community language is critical to students’ success in schooling.

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. 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Abstract Departing from a short overview on pragmatic gestures specialized for the expression of refusal and negation, the article presents first results of a study on those gestures in Savosavo, a Papuan language spoken in the Solomon Islands in the Southwest Pacific. The paper focuses on two partly conventionalized gestures (sweeping and holding away) and shows that speakers of Savosavo use the gestures in a very similar way as speakers of German, English or French, for example. The article shows how a linguistic and semiotic analysis might serve to uncover proto-morpho-semantic structures in a manual mode of communication and contributes to a better understanding of the conventional nature and cross-linguistic distribution of gestures. Moreover, by examining partly conventionalized gestures in a small, little known and endangered language, it presents a particular approach to the analysis of multimodality in the field of language documentation.

The present volume highlights studies of languages created by contact-induced language change in Australia and the Pacific. Editor Jeff Siegel identifies six processes involved in the formation of pidgins, creoles, and other such language contact varieties: reanalysis, simplification, leveling, diffusion, language shift, and depidginization/decreolization. The process of reanalysis is the focus of four chapters: “The Role of Australian Aboriginal Language in the Formation of Australian Pidgin Grammar: Transitive Verbs and Adjectives” by Koch; “‘Predicate Marking' in Bislama” by Crowley; “Predicting Substrate Influence: Tense-Modality-Aspect Marking in Tayo” by Siegel, Sandeman, and Corne; “My Nephew Is My Aunt: Features and Transformation of Kinship Terminology in Solomon Islands Pijin” by Jourdan; and “Na pa kekan, na person: The Evolution of Tayo Negatives” by Corne.

Independence constitutions in most small island countries of the South Pacific acknowledge the significance of customary law by giving it official status in the hierarchy of laws recognized by the state. More particularly, many of those constitutions make special provision for customary land, limiting its alienation and allowing it to be governed by customary law. However, in practice, the philosophy underlying these provisions has been betrayed. While paying lip service to customary law, changes have been introduced through the written law. In addition, more subtle changes have crept in through the inaccurate representation of customary concepts in common law terms. Using examples drawn mainly from Samoa and Solomon Islands, this paper seeks to demonstrate that, in spite of the constitutionally enshrined intention to protect customary land and the customary law governing it, the operation of the common law has led to significant changes in customary land concepts. It is argued that such changes have the potential to bring about dramatic and unplanned changes to customary society in the South Pacific.

In the absence of comparative method reconstruction, high rate of lexical cognate candidates is often used as evidence for relationships between languages. This paper uses the Oswalt Monte Carlo Shift test (a variant of Oswalt 1970) to explore the statistical basis of the claim that the four Papuan languages of the Solomon Islands have greater than chance levels of lexical similarity. The results of this test initially appear to show that the lexical similarities between the Central Solomons Papuan languages are statistically significant, but the effect disappears when known Oceanic loanwords are removed. The Oswalt Monte Carlo test is a useful technique to test a claim of greater than chance similarity between any two word lists — with the proviso that undetected loanwords strongly increase the chance of spurious identification.

Abstract Barriers to acquiring and using a shared sign language alienate deaf children and adults from their fundamental human rights to communication, education, social and economic participation, and access to services. International data collected by the World Federation of the Deaf (WFD) identify that in economically developing countries, deaf individuals are at particularly high risk of marginalization, which applies to countries in the Pacific region. This report provides a snapshot of the status of deaf people as sign language users in six Pacific nations: Fiji, Papua New Guinea (PNG), Samoa, Solomon Islands, Timor Leste and Kiribati. Information was contributed by sign language interpreters from these countries during a panel convened at the first Oceania regional conference of the World Association of Sign Language Interpreters, in Fiji, 2018. The report outlines conditions for education through sign language and the emergence of sign language interpreting as a means of increasing access and social equity for deaf people in these countries, albeit this remains largely on a voluntary basis. While Fiji and PNG governments have recognized the status of sign languages in their respective countries and allocated some resources to the inclusion of sign language users, practical support of deaf sign language users tends to be progressed on grounds of disability rights rather than language rights; e.g., several Pacific countries have ratified the United Nations Convention on the Rights for People with Disabilities, which includes provisions for sign language users, and deaf advocacy efforts have gained political traction from alliance with disability organizations.

I Wayan Arka, Malcolm Ross (eds); The many faces of Austronesian voice systems; Some new empirical studies (René van den Berg) H.W. Dick; Surabaya, city of work; A socioeconomic history, 1900-2000 (Peter Boomgaard) Josiane Cauquelin; The aborigines of Taiwan: the Puyuma; From headhunting to the modern world. (Wen-Teh Chen) Mark Turner, Owen Podger (with Maria Sumardjono and Wayan K. Tirthayasa); Decentralisation in Indonesia; Redesigning the state (Dorian Fougères) Jérôme Samuel; Modernisation lexicale et politique terminologique; Le cas de l’Indonésien (Arndt Graf) Nicholas J. White; British business in post-colonial Malaysia, 1957-70: neo-colonialism or disengagement? (Karl Hack) Chin Peng; Alias Chin Peng; My side of history; As told to Ian Ward and Norma Miraflor (Russell Jones) C.C. Chin, Karl Hack (eds); Dialogues with Chin Peng; New light on the Malayan Emergency (Russell Jones) Saw Swee-Hock; Population policies and programmes in Singapore (Santo Koesoebjono) Domenyk Eades; A grammar of Gayo; A language of Aceh, Sumatra (Yuri A. Lander) Derek Johnson, Mark Valencia (eds); Piracy in Southeast Asia; Status, issues, and responses (Carolyn Liss) Niclas Burenhult; A grammar of Jahai (James A. Matisoff) Ann R. Kinney, Marijke J. Klokke, Lydia Kieven (photographs by Rio Helmi); Worshiping Siva and Buddha; The temple art of East Java (Dick van der Meij) Ruben Stoel; Focus in Manado Malay; Grammar, particles, and intonation (Don van Minde) Pamela J. Stewart, Andrew Strathern (eds); Expressive genres and historical change; Indonesia, Papua New Guinea and Taiwan. (Dianne van Oosterhout) Johszua Robert Mansoben; Sistem politik tradisional di Irian Jaya, Indonesia; Studi perbandingan (Anton Ploeg) Timothy B. Barnard (ed.); Contesting Malayness; Malay identities across boundaries (Nathan Porath) Joel Bradshaw, Francisc Czobor (eds); Otto Dempwolff’s grammar of the Jabêm language in New Guinea (Ger Reesink) Jon Fraenkel; The manipulation of custom; From uprising to intervention in the Solomon Islands (Jaap Timmer) Clive Moore; Happy isles in crisis; The historical causes for a failing state in Solomon Islands, 1998-2004 (Jaap Timmer) Peter Burns; The Leiden legacy; Concepts of law in Indonesia (Bryan S. Turner) Terry Crowley; Bislama reference grammar (Kees Versteegh) REVIEW ESSAY Matthew Isaac Cohen; Transnational and postcolonial gamelan Lisa Gold; Music in Bali Margaret J. Kartomi; The Gamelan Digul and the prison camp musician who built it; An Australian link with the Indonesian revolution Marc Perlman; Unplayed melodies; Javanese gamelan and the genesis of music theory Ted Solís (ed.); Performing ethnomusicology; Teaching and representation in world music ensembles Henry Spiller; Gamelan; The traditional sounds of Indonesia Andrew N. Weintraub; Power plays; Wayang golek theater of West Java REVIEW ESSAY Victor T. King; People and nature in Borneo Tim Bending; Penan histories; Contentious narratives in upriver Sarawak Rajindra K. Puri; Deadly dances in the Bornean rainforest; Hunting knowledge of the Penan Benalui, 2005 Reed L. Wadley (ed.); Histories of the Borneo environment; Economic, political and social dimensions of change and continuity In: Bijdragen tot de Taal-, Land- en Volkenkunde no. 162 (2006), no: 4, Leiden

Between November 2018 and 2020, residents of New Caledonia will have three opportunities to vote on whether to become an independent state. Residents of the Autonomous Region of Bougainville will vote on the same issue in June 2019. Should the residents of either territory vote for independence, the issue of whether a language shall be designated the national and / or official language for the new state will arise. If the decision is to designate a language for the new state, the choice of which language will also surface. This chapter considers the language choices made by a number of countries across the linguistically diverse Asia Pacific region post-independence and in so doing, provides some models for the language configurations which may eventuate should either territory become independent. The linguistic configurations discussed here are divided into Category 1 - countries where a national and / or official language are legally specified or have de jure legal status. - and Category 2 – countries where no language is legally named but at least one language may be de facto national or official. Examples of Category 1 countries include Indonesia where Bahasa Indonesia is the only de jure national and official language and Vanuatu where Bislama is the de jure national language and is also a de jure co-official language with both English and French, the languages of the former colonial powers. Examples of Category 2 countries discussed here include Papua New Guinea where Tok Pisin is named as one of the possible languages needed for an applicant to become a Papua New Guinean citizen but does not have de jure national language status and the Solomon Islands where Pijin is the de facto national language and English is the de facto official language. Whilst the results of either the Bougainville and New Caledonian referenda are not clear, the different configurations already in place serve as a pointer to what may eventuate should the residents of either territory vote for independence.

Kaute and its derivatives koute, ʻoute and ʻaute are Polynesian names for a red-flowered Hibiscus. Since its first botanical collection on Tahiti by Banks and Solander (1769), this hibiscus has been referred to as H. rosa-sinensis L. and assumed to have been introduced by the bearers of the archaeological culture known as Lapita. Lapita people settled West Polynesia around 2800 BP and spoke a language derived from Proto-Oceanic, the common ancestor of almost all the Austronesian languages of Island Melanesia and Micronesia as well as Polynesia. However, whereas Proto-Oceanic names can be reconstructed for many plants found in East Polynesia, the term kaute cannot be attributed to Proto-Oceanic, the name likely being locally derived in East Polynesia from that of paper mulberry (Broussonetia papyrifera (L.) L’Hér. ex Vent.). On the basis of linguistic evidence, we contend that kaute was domesticated in a high island area of Central Eastern Polynesia and then dispersed in relatively recent pre-European times (ca. 500–700 BP) westwards through West Polynesia, to nearby islands such as the Fiji archipelago and Rotuma and to Polynesian Outliers in Papua New Guinea and the Solomon Islands. Dissemination occurred before the -au- sequence changed to -ou- and k sporadically changed to ʻ, so that kaute rather than contemporary Marquesan koute and ʻoute was the term that was carried westward from the Marquesas. Kaute is here suggested to be an endemic East Polynesian species, different from H. rosa-sinensis L. Further field and genetic research is needed to definitively determine the phylogenetic relationships of kaute and a taxonomic description is required for formal recognition.

A corpus of conversational Bislama (a Melanesian creole spoken in Vanuatu, related to Tok Pisin and Solomon Islands Pijin) suggests that during the 20th century the creole has developed a set of regular inflectional morphemes on the verb that agree in person and number with the subject of the finite clause. It is shown that, where the agreement paradigm is referentially richest, the language is also beginning to grammaticize a tendency towards phonetically null subjects (pro-drop). Three possible analyses of the Bislama verb phrase are evaluated; consistent support for only one is found in the spoken Bislama corpus. The resulting paradigm of subject–verb agreement (i, oli, and Ø) is analyzed in terms of the historical development of Bislama. It is argued that the synchronic agreement marking reflects properties derived from (i) the lexifier (English), (ii) the substrate languages, and (iii) universal grammar. No one component fully accounts for the patterns of agreement marking observed. Instead, a synthesis of all three is required, as previously observed by, for example, G. Sankoff (1984) and Mufwene (1996). Substrate languages provide a model for subject agreement prefixing on the verb; the person features associated with the lexifier ‘he’ continue to be reflected in the distribution of Bislama i; and phonetically null subjects are emerging as the norm where the agreement paradigm best serves to identify the subject referent. This is consonant with generative accounts of null subject systems. Parallels with other languages (e.g., Italian, Franco-Provençal, Hebrew, Finnish) are examined.

Johnny Tjia; A grammar of Mualang: An Ibanic language of West Kalimantan, Indonesia (Alexander Adelaar) Christopher Moseley (ed.); Encyclopedia of the world’s endangered languages (Peter K. Austin) Ian Rae and Morgen Witzel; The Overseas Chinese of South east Asia: History, culture, business (Chin Yee Whah) Ab Massier; The voice of the law in transition: Indonesian jurists and their languages, 1915-2000 (Dwi Noverini Djenar) Henk Schulte Nordholt and Gerry van Klinken (eds); Renegotiating boundaries: Local politics in post-Suharto Indonesia (Maribeth Erb) Nghia M. Vo; The Vietnamese boat people, 1954 and 1975-1992 (Martin Grossheim) O.W. Wolters; Early Southeast Asia: Selected essays [edited by Craig J. Reynolds] (Hans Hägerdal) Michael W. Scott; The severed snake: Matrilineages, making place, and a Melanesian Christianity in Southeast Solomon Islands (Menno Hekker) John H. McGlynn, Oscar Motuloh, Suzanne Charlé, Jeffrey Hadler, Bambang Bujono, Margaret Glade Agusta, and Gedsiri Suhartono; Indonesia in the Soeharto years: Issues, incidents and images (David Henley) Hanneke Hollander; Een man met een speurdersneus: Carel Groenevelt (1899-1973), beroepsverzamelaar voor Tropenmuseum en Wereldmuseum in Nieuw-Guinea (Anna-Karina Hermkens) Balk, G.L., F. van Dijk and D.J. Kortlang (with contributions by F.S. Gaastra, Hendrik E. Niemeijer and P. Koenders); The Archives of the Dutch East India Company (VOC) and the local institutions in Batavia (Jakarta) (Ton Kappelhof) Gusti Asnan; Memikir ulang regionalisme: Sumatera Barat tahun 1950-an (Gerry van Klinken) Lise Lavelle; Amerta Movement of Java 1986-1997: An Asian movement improvisation (Dick van der Meij) Nicole-Claude Mathieu (ed.); Une maison sans fille est une maison morte: La personne et le genre en sociétés matrilinéaires et/ou uxorilocales (Joke van Reenen) Henk Schulte Nordholt; Indonesië na Soeharto: Reformasi en restauratie (Elske Schouten) V.I. Braginsky; … and sails the boat downstream: Malay Sufi poems of the boat (Suryadi) Gilles Gravelle; Meyah: An east Bird’s Head language of Papua, Indonesia (Ian Tupper) Penny Edwards; Cambodge: The cultivation of a nation, 1860-1945 (Un Leang) J. Stephen Lansing; Perfect order: Recognizing complexity in Bali (Carol Warren) Roxana Waterson (ed.); Southeast Asian lives: Personal narratives and historical experience (C.W. Watson) Jean DeBernardi; The way that lives in the heart: Chinese popular religion and spirit mediums in Penang, Malaysia (Robert Wessing) REVIEW ESSAY Environmental and archaeological perspectives on Southeast Asia Peter Boomgaard; Southeast Asia: An environmental history Peter Boomgaard (ed.); A world of water: Rain, rivers and seas in Southeast Asian histories Ian Glover and Peter Bellwood (eds); Southeast Asia: From prehistory to history Avijit Gupta (ed.); The physical geography of Southeast Asia (Eric C. Thompson)

Abstract Pijin, the lingua franca of Solomon Islands, has acquired the functions of a creole in the capital city of Honiara. Yet, though Pijin is the common language of the urban culture of Honiara, it lacks linguistic legitimacy. Speakers of Pijin did not, until recently, consider it a true language in the same way that English and local vernaculars, with which it co-exists, are deemed to be. Specters of inauthenticity and illegitimacy were part of that assessment. In this paper, we consider that the nascent legitimacy ascribed to Pijin by some urban speakers is informed by the affirmation of their own legitimacy as a new socio-cultural group, that of the Pijin-speaking urbanite. This contributes to the complexification of the sociolinguistic scene. We show that while different ways of speaking Pijin are progressively becoming associated with various sociolinguistic groups and seem to constitute emergent social varieties, the question of a Pijin norm is also emerging.