Presentation Session I

This presentation explores how incorporating daily ʻŌlelo Hawaiʻi routines influenced student engagement and classroom relationships within a fifth-grade general education classroom. Grounded in culturally sustaining pedagogy and place-based education, this qualitative self-study examined how brief, consistent Hawaiian language practice; such as greetings, call-and-response routines, and embedded classroom vocabulary, shaped classroom culture over time. Reflective journals and instructional observations revealed that while language routines supported moments of cohesion and shared responsibility, their effectiveness depended heavily on consistency, relational tone, and teacher emotional regulation. Findings suggest that culturally grounded language practices function not as isolated interventions, but as relational anchors that can strengthen belonging when implemented authentically. This study highlights the complexity of integrating ʻŌlelo Hawaiʻi in English-medium settings and offers practical insights for educators seeking to build culturally responsive, relational classroom communities through intentional daily language practice.