ERIC Number: ED445865
Record Type: RIE
Publication Date: 2000
Language Revitalization in Navajo/English Dual Language Classrooms.
Goodluck, Mary Ann; Lockard, Louise; Yazzie, Darlene
This paper describes the Chinle Primary School Dual Language Project in terms of both the activities of the project and the attitudes and aspirations of its bilingual teachers. Chinle Unified School District (Arizona) enrolls over 4,000 students in 7 schools; 99 percent are American Indians, and 62 percent are considered limited English proficient (LEP). In 1997, Chinle Primary School implemented dual language classrooms in which half of students were Navajo-dominant and LEP and the other half were English-proficient. Elements of the program include certified bilingual Navajo teachers, summer camp and other community-based learning activities, and development of a culturally relevant mathematics curriculum. During an inservice program, the bilingual teachers reflected on their roles as learners and teachers. Common themes in their writings included early negative experiences in school where the Navajo language was suppressed, early experiences of learning Navajo in community settings, their ongoing efforts to gain proficiency in oral and written Navajo, classroom links between language and culture, and their various classroom strategies. The learning experiences and teaching strategies of one dual-language teacher are discussed in detail. (SV)
Descriptors: American Indian Education, Bilingual Teachers, Culturally Relevant Education, Higher Education, Native Language Instruction, Navajo (Nation), Primary Education, Teacher Attitudes, Teacher Education, Two Way Immersion Programs
Full text at Web site: http://jan.ucc.nau.edu/~jar/LIB/LIB2.html.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Athabaskan Language Conference (Albuquerque, NM, 1999). In: Learn in Beauty: Indigenous Education for a New Century; see RC 022 648.