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E-grāmata: Language and Literacy Teaching for Indigenous Education: A Bilingual Approach

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Northern Arizona U. education professors survey indigenous languages in US education and curriculum models and materials for biliteracy. Includes school and community resources, a study guide to the notes, glossary, Indian tales, sample teaching passages, art plates, and excerpts from a UNESCO Declaration on using vernacular languages in education. Distributed in the US by UTP Distribution. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Language and Literacy Teaching for Indigenous Education: A Bilingual Approach presents a proposal for the inclusion of indigenous languages in the classroom. Based on extensive research and field work by the authors in communities in the United States and Mexico, the book explores ways in which the cultural and linguistic resources of indigenous communities can enrich the language and literacy program.

This book presents a proposal for the inclusion of indigenous languages in the classroom. Based on extensive research and field work by the authors in communities in the US and Mexico, the book explores ways in which the cultural and linguistic resources of indigenous communities can enrich the language and literacy program.
Preface vii
Abbreviations ix
Part 1: A Survey of Indigenous Languages in Education in the Americas
Prospects for Learning and Teaching Indigenous Languages
3(17)
Bilingualism as a Resource for Schools and Children
10(3)
The Indigenous Language Speaking Community: Domains of Language Shift and Language Revitalization
13(7)
State of the Languages
20(21)
Mexico
20(5)
Ecuador
25(2)
Peru
27(1)
Bolivia
28(1)
The United States
29(4)
Stages of Language Preservation and Revitalization
33(8)
Language Policy and Language Planning: The Role of the School and Indigenous Language Literacy
41(63)
Historical Perspectives: The First Experiments in Bilingual Education
41(7)
The Case of Navajo
48(7)
The Hopi Language Survey
55(2)
Research from Latin America
57(4)
Summing Up the Discussion: Common Threads
61(8)
Part 2: Curriculum and Materials, Classroom Strategies
Promoting Additive Bilingual Development
Constraints and Opportunities, Situational Factors and Universals
69(4)
A Second Language Teaching Model for the Indigenous Language and the National Language
73(5)
Oral Language Development as Preparation for Literacy
78(9)
How First Language and Second Language are Related
87(17)
The Bilingual Classroom
104(27)
Working with Oral Genres: Teaching Higher Order Discourse Abilities
104(4)
The Immersion Approach to Teaching Indigenous Languages
108(14)
The Bilingual Teacher, the Non-Native Speaking Teacher, and Culture
122(9)
Biliteracy: Teaching Reading and Writing in the Indigenous Language
131(29)
Indigenous Language Reading Materials
131(2)
Oral Tradition in the Literacy Program
133(2)
Teaching the Elements of Literature
135(4)
A Closer Look at Two Contrasting Examples
139(7)
Follow-Up Activities for Traditional Stories
146(14)
Language Assessment
160(28)
Evaluation as a Component of the Indigenous Language Teaching Program
160(3)
Validity
163(2)
Reliability
165(2)
Discrete Point and Integrative Assessment
167(2)
A Hypothetical Case Study: Misinterpreting Test Results
169(6)
Measuring Language Dominance
175(4)
Evaluating Literacy-Related Language Skills
179(9)
Conclusion: A Teaching Model for Realizing the Potential of Additive Bilingualism
188(7)
Resources for Schools and Communities
195(6)
Notes 201(24)
Glossary 225(11)
Appendix A 236(3)
Appendix B 239(4)
Appendix C 243(2)
Appendix D 245(2)
Appendix E 247(6)
References 253(17)
Index 270
Norbert Francis teaches courses in language learning and language teaching at Northern Arizona University. He has worked as a bilingual immersion teacher in the United States and in bilingual indigenous community schools in Mexico. His primary interests lie in the study of child language development, second language learning, and biliteracy. 





Jon Reyhner is currently professor of Bilingual/Multicultural Education at Northern Arizona University. Formerly co-ordinator of the Indian Bilingual Teacher Training Program at Montana State University-Billings, he has worked as a teacher and school administrator in Indian community schools in Arizona, Montana and New Mexico. His research interests include improving the academic achievement of American Indian students and indigenous language revitalization.
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