ERIC Number: ED047858
Record Type: RIE
Publication Date: 1971-Feb-7
Reference Count: 0
American Indian Ethnic Attitudes in Relation to School Achievement.
Scoon, Annabelle R.
The study characterizes American Indian youth as bilingual students who have not reached a high level of skill in English, the language in which they are receiving their instruction. It is pointed out that the methods employed and the special materials used to teach English as a second language have not been successful, perhaps as a result of lack of motivation. It is noted that there are 2 significant types of motivation in successful language learning: (1) instrumental, in which the student wishes to learn the language in order to make some particular use of it, and (2) integrative, the more successful of the 2 methods, in which the student learns in order to be able to know the world of the other language better and to grow closer to its speakers and perhaps be more like them. In assessing the possible level of integrative motivation, a semantic differential test was given to 11th and 12th graders of the Albuquerque Indian School. These 52 students (33 boys and 19 girls) represented 5 tribes: 18 Navajo, 21 Mescalero Apache, 9 Rio Grande Pueblo, 2 Zuni, and 2 Southern Ute. Analysis of test results on the 19 categories included in the instrument reflected that these Indian students indicated a desire to learn the English language but showed little evidence of being attracted to other aspects of Anglo culture. It is suggested that more time be devoted to making the world of English more familiar and more attractive to the Indian student. (EL)
Publication Type: N/A
Education Level: N/A
Sponsor: New Mexico Univ., Albuquerque. Coll. of Education.
Authoring Institution: N/A
Note: Paper presented at the American Educational Research Association annual convention, 4-7 February 1971, New York, New York