ERIC Number: ED122265
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Language Difference and Reading.
Zintz, Miles V.
Linguacentrism, or Language-centeredness in the public schools, works to the disadvantage of all non-standard speakers, but especially Indian children. Compensatory education models direct attention away from the school system itself, and place blame on the assumed "deficits" of the non-standard speaker. An examination of Navajo children's learning habits reveals not only a language difference, but a significant variation in learning style. The recognition of these culturally determined learning styles is essential for educators. For bilingual schools, the maintenance model, which provides instruction in both languages throughout the educational process, is more satisfactory than the transition model, which seeks to phase the non-standard speaker into the English-speaking system. Multilingual/multicultural schools encourage reading development by utilizing familiar cultural goals, values, and settings. In the case of cultures with a limited written tradition, the oral tradition can be encouraged and literacy in the original language can take precedence over mastery of the school's language. (KS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (21st, Anaheim, California, May 1976)