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ERIC Number: ED577126
Record Type: Non-Journal
Publication Date: 2017
Pages: 48
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Use of Native Language and Culture (NLC) in Elementary and Middle School Instruction as a Predictor of Mathematics Achievement
Van Ryzin, Mark J.; Vincent, Claudia G.
Grantee Submission
Because students from American Indian/Alaska Native (AI/AN) backgrounds tend to lag behind their peers in academic achievement, researchers have recommended integrating Native Language and Culture (NLC) into instruction. However, existing evidence from large-scale studies finds a "negative" effect of the use of NLC on achievement, although this research does not take into account aspects of student background and the learning context. Using a nationally representative dataset, we found that use of NLC had a less negative and/or more positive effect on achievement among students whose families identified more strongly with their Native culture and who were in schools with larger percentages of AI/AN students. Our results support earlier contentions that the use of NLC can be effective in enhancing achievement for at least some AI/AN students; they also suggest that existing approaches to NLC should be expanded to accommodate AI/AN students in a wider range of contexts. [This paper was published in "Journal of American Indian Education" v56 n2 2017.]
Publication Type: Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; Grade 4; Intermediate Grades; Grade 8
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Funded: Yes
Grant or Contract Numbers: R305A140162