scholarly journals Indigenous Language Immersion Schools for Strong Indigenous Identities

2010 ◽  
Vol 7 (2) ◽  
pp. 299-313 ◽  
Author(s):  
Jon Reyhner
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Education ◽  
The United States ◽  
Language Immersion ◽  
Indigenous Language ◽  
Negative Effects ◽  
Indigenous Students ◽  
Language Programs ◽  
Immersion Programs ◽  
Culture Based Education

Drawing on evidence from indigenous language immersion programs in the United States, this article makes the case that these immersion programs are vital to healing the negative effects of colonialism and assimilationist schooling that have disrupted many indigenous homes and communities. It describes how these programs are furthering efforts to decolonize indigenous education and helping further United Nations policies supporting the rights of indigenous peoples. The fit between place-, community-, and culture-based education and immersion language programs is described with examples from Apache, Ojibwe, Diné (Navajo), Hawaiian, and Blackfeet language programs, illustrating how traditional indigenous values are infused into language programs to help build strong positive identities in indigenous students and their communities.

A review of Korean/English and Mandarin/English dual language programs in the United States

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Jin Sook Lee ◽  
Tiange Wang
Keyword(s):  
Academic Achievement ◽  
Learning Outcomes ◽  
Dual Language ◽  
Empirical Studies ◽  
The United States ◽  
Language Immersion ◽  
Language Programs ◽  
Dual Language Immersion ◽  
European Languages ◽  
Immersion Programs

Abstract The benefits of dual language immersion (DLI) instruction, both one-way and two-way immersion programs, have been widely documented through empirical studies spanning nearly five decades. In the U.S. context, most research to date on DLI education has been based on Spanish/English programs, which offer instruction in two Indo-European languages that share many typologically similar features. In light of the fact that there has been a growing trend in programs of other language combinations, such as Mandarin and English, it is necessary to understand how different partner language combinations in DLI programs may impact students’ learning outcomes. Thus, by surveying research on Korean/English and Mandarin/English DLI programs, this paper examines how DLI programs that operate in languages with significantly different linguistic typologies and different scripts affect students’ academic achievement and their development of bilingual proficiency. Based on the studies reviewed, areas for further research to advance our understanding of how DLI programs in English and Korean or Mandarin can effectively and efficiently develop students’ bilingualism/biliteracy and academic achievement are proposed.

Indigenous Education and Leadership Challenges

2020 ◽  
Author(s):  
Susan C. Faircloth
Keyword(s):  
Indigenous Peoples ◽  
Alaska Native ◽  
Indigenous Education ◽  
Educational Leaders ◽  
The United States ◽  
Indigenous Students ◽  
Leadership Challenges ◽  
Educational Pathways ◽  
Educational Environments ◽  
Trust Responsibility

The ability to effectively lead schools serving Indigenous students in the United States is contingent upon one’s ability and willingness to acknowledge and honor the cultural, linguistic, and tribal diversity of Indigenous peoples and communities, coupled with a commitment to abiding by the federal trust responsibility for the education of Indigenous peoples—a federal responsibility unique to American Indian and Alaska Native peoples. This also requires educational leaders to create and sustain educational environments that are culturally relevant and responsive and that respect the rights of Indigenous Peoples and their tribal nations to be involved in, and ultimately to determine, the educational pathways and futures of their tribal citizens.

Indigenous Students in Higher Education in the United States

Education ◽  
2020 ◽  
Author(s):  
Robin Zape-tah-hol-ah Minthorn
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Indigenous Peoples ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
The United States ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Student Affairs Professional ◽  
Shed Light

This article attempts to highlight literature that focuses on Indigenous students, including the various areas that work to support and honor Indigenous students, faculty, staff, and communities. Only since 2000 has there been more literature produced by Indigenous scholars that honors Indigenous peoples’ lived experiences. This article attempts to focus on Indigenous-authored and Indigenous-centered literature whose goal is to shed light on how we better support Indigenous students through representation, research, teaching, and learning to the praxis of being an Indigenous student affairs professional and faculty member.

scholarly journals How Alberta Education’s First Nations, Metis, and Inuit Policy Framework influence students attitudes towards the Indigenous Peoples of Canada.

2021 ◽  
Vol 14 (1) ◽  
pp. 96-113
Author(s):  
Tiffany Prete
Keyword(s):  
Academic Success ◽  
First Nations ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Policy Framework ◽  
Indigenous Research ◽  
Race And Racism ◽  
Indigenous Students ◽  
Antiracist Education ◽  
Students Attitudes

For decades, Indigenous education in Canada has implemented policies that provide a more culturally relevant curriculum for Indigenous students. It is thought that such a curriculum will improve morale and academic success in Indigenous students. Despite these efforts, a gap still exists between Indigenous students and their counterparts. Little attention has been given to the role that race and racism plays in the lives of Indigenous students. This study examines whether a need exists for race and racism to be addressed in the public school system. Using an Indigenous research methodology, a survey was administered to elicit non-Indigenous attitudes towards the Indigenous peoples of Canada. It was found that in the absence of an antiracist education, nonIndigenous students held negative perceptions of Indigenous peoples, as well as lacked an understanding of racism and its significance.

Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaochen Du
Keyword(s):  
Dual Language ◽  
Language Immersion ◽  
Bilingual Students ◽  
Bilingual Programs ◽  
Language Programs ◽  
Dual Language Immersion ◽  
Implementation Challenges ◽  
Immersion Programs ◽  
Science Classes ◽  
Dual Language Bilingual Education

Abstract This article is focused on the discussion of three 4th grade students’ translanguaging practices in math and science classes in a Mandarin/English one-way dual language immersion program. In the U.S., the number of dual language immersion programs is increasing. While research strongly supports the benefits of bilingual programs, implementation challenges caused by a “dual” perception seem to remain unsolved. This article presents data excerpts collected and analyzed from a multi-case study to describe and discuss students’ translanguaging practices and their benefits in content learning contexts. Findings reveal that bilingual students are engaged in highly flexible and dynamic language use for meaningful learning, which contradicts the monolingual ideology permeated in dual language programs. In addition, findings from this study contribute to the understanding of Chinese/English bilingual students’ translanguaging practice in their learning, which contributed to the research on students’ linguistic practice in dual-language bilingual education.

scholarly journals Notas acerca de la construcción curricular en la educación indígena

2017 ◽  
pp. 207-229
Author(s):  
Santiago A. Gutiérrez Sánchez
Keyword(s):  
Indigenous Peoples ◽  
Educational System ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Education Curriculum ◽  
Indigenous Students ◽  
El Sistema ◽  
Indigenous Territories ◽  
Curriculum Construction ◽  
Work Done

Este artículo presenta tres notas que nos permiten acercarnos a la construcción de planes de estudio y currículos de las instituciones educativas en territorios indígenas a partir de las experiencias colectivas y comunitarias de pueblos indígenas en el Departamento del Cauca (Colombia). El ensayo es producto de la experiencia de trabajo con docentes, organizaciones y comunidades indígenas durante el 2015 y 2016 en los municipios de Silvia y Jambaló. Estas notas son reflexiones personales y colectivas que presentan algunas tensiones pedagógicas que vive la educación escolar en territorios indígenas al suroccidente colombiano. Las cuales nos permiten acercarnos a los cambios que viven algunas instituciones educativas que atienden población indí­gena y afrontan el gran reto de construir currículos y planes de estudio en el marco de la educación propia y el Sistema Educativo Indígena Propio que adelantan las organizaciones indígenas.Palabras clave: educación indígena, currículo, maestros comunitarios y movimiento étnico peda­gógico ABSTRACTSome notes regarding curriculum construction in indigenous educationThis paper deals with three notes to approach curriculum construction in schools at indig­enous territories. These notes are based on communal and collective experiences of the indigenous peoples of Departamento del Cauca (Colombia). This essay is the result of the work done with teachers, organizations and indigenous communities between 2015 and 2016 in the municipalities of Silvia and Jambaló. These notes are personal and collective reflections which unveil pedagogical tensions in school education at indigenous territories in the southwest of Colombia. This, in turn, allow us to understand the changes that some of these schools with indigenous students undergo, and the challenges they meet when designing curricula in the frame of their own education and that of the Sistema Educativo Indígena (Indigenous Educational System) promoted by indigenous organizations.Keywords: indigenous education, curriculum, communal teachers, ethnic pedagogic movement.

Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students

1997 ◽  
Vol 67 (3) ◽  
pp. 391-430 ◽  
Author(s):  
Guadalupe Valdes
Keyword(s):  
Minority Students ◽  
Dual Language ◽  
Language Instruction ◽  
Language Minority ◽  
Language Immersion ◽  
Negative Effects ◽  
Language Minority Students ◽  
Dual Language Immersion ◽  
Immersion Programs ◽  
Language Immersion Programs

Dual-language immersion programs have received a great deal of attention from parents, researchers, and policymakers. The supporters of dual-language immersion see the promise of providing first-language instruction for children with non-English-speaking backgrounds, while simultaneously offering monolingual children access to non-English languages. In this article, Guadalupe Valdés concentrates on the possible negative effects of the dual-language immersion movement. After reviewing the literature on the success and failure of Mexican-origin children, the author raises difficult questions surrounding the use of dual-language immersion in the education of language-minority students. Among the issues raised are the quality of instruction in the minority language, the effects of dual immersion on intergroup relations, and, ultimately, how dual-language immersion programs fit into the relationship between language and power and how that relationship may affect the children and society.

American Indian Education

Education ◽  
2017 ◽  
Author(s):  
Susan C. Faircloth
Keyword(s):  
United States ◽  
American Indian ◽  
Indigenous Education ◽  
The United States ◽  
Indian Education ◽  
Design Quality ◽  
Indigenous Students ◽  
Overall Design ◽  
History Of ◽  
Key Resources

This bibliography is structured to present seminal studies, reports, and other key resources that serve to introduce readers to the historical and contemporary issues impacting the education of Indigenous children, youth, and adults. This brief overview of resources is also intended to contextualize and promote increased understanding of the complex history of Indigenous education in the United States— a history complicated by the unique sociopolitical relationships between Indigenous peoples (for the purposes of this resource, American Indian and Alaska Natives) and the United States and its agents—both directly and indirectly. This relationship has implications for the way in which Indigenous students access or have access to educational programs, supports, and services and the values, beliefs, and philosophies that guide these programs, supports, and services. As Indigenous people and their communities continue to move forward in their efforts to engage in locally controlled, self-determined education, and to directly impact the overall design, quality, and ultimately the outcomes of Indigenous education, ongoing examination, reflection, and critique will be required.

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