Indigenous naming practices encode ecological literacy, genealogies, and relationships that highlight how communities understand and interact with their environments. In Hawaiʻi, the linguistic systems embedded in folk taxonomies, including names for species, winds, rains, clouds, stars, and places, reflect cultural frameworks grounded in environmental kinship and interconnectedness. Yet these frameworks are often reduced to binaries, such as land plants and sea fish, which often are interpreted as a metaphor for balance. This presentation shares ongoing work in research and curriculum development aimed at revitalizing and applying pilina inoa (nomenclatural relationships) to represent the breadth of Hawaiian biolexical diversity more accurately. Grounded in ethnobiology, ʻŌlelo Hawaiʻi (Hawaiian language), and place-based education, the project draws from archival records, moʻolelo (traditional stories), mele (chants and songs), and Western publications to map linguistic relationships within Hawaiian taxonomies and highlight how Kānaka ʻŌiwi (Native Hawaiians) conceptualize ecological processes, and multispecies relationships. These findings inform the creation of educational resources for both formal and informal learning environments, designed to strengthen biocultural literacy and affirm the role of ʻŌlelo Hawaiʻi in encodingtraditional ecological knowledge (TEK). The presentation will focus on three contributions: (1) how language-based taxonomic analysis reveals Indigenous ecological principles relevant to contemporary conservation; (2) how educators can meaningfully integrate Indigenous naming systems to teach ecology, cultural values, and stewardship ethics; and (3) how (re)learning nomenclatural relationships supports broader efforts to center Indigenous language epistemologies in science education. By positioning Indigenous language in methodologies and pedagogies, this work contributes to broader research on honouring Austronesian languages and other Indigenous knowledge systems in contemporary contexts. Pilina inoa demonstrate how biocultural linguistics can reconnect communities to TEK and offer new pathways for culturally grounded, community-responsive education in Hawaiʻi and beyond.