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Pidgin English originated as a form of pidgin Hawaiian used among whites (especially Portuguese), Hawaiians, and Chinese. As trade with the United States increased during the late 19th century, pidgin Hawaiian evolved into pidgin English. Also, as other nationalities were brought in to work in the plantations, such as Japanese, Filipinos, and Koreans, Pidgin English acquired words from these languages. Japanese loanwords in Hawaii lists some of those words originally from Japanese.
Even today, Pidgin English retains some influences from these languages. For example, the word stay in Pidgin has the same meaning as the Portuguese verb estar, meaning "to be" when referring to a temporary state or location. (Sakoda & Siegel, 2003, p. 1-13)
In the 20th century, Pidgin started to be used outside the plantation between ethnic groups. Public school children learned Pidgin from their classmates and eventually it became the primary language of most people in Hawai‘i, replacing the original languages for the most part.
Today, most people born or raised in Hawai‘i, regardless of racial and socioeconomic background, can speak and understand Pidgin to some extent, and many consider it an important part of local culture. However, some consider it substandard, as corrupted or broken English . Its role in the schools of Hawai‘i has been a subject of controversy, as critics of Pidgin blame its widespread use for poor results in standardized national tests in reading and writing. In 1987, the state Board of Education implemented a policy allowing only standard English in the schools; this sparked an intense debate. There have been similar debates since then.
Pidgin has distinct pronunciation differences from standard American English (SAE). Among some key differences:
It also has distinct grammatical forms not found in SAE:
For more information on grammar, also see Sakoda & Siegel (References, below) and the Pidgin Coup paper (External links, below).