scholarly journals Teacher Technology Narratives: Native Hawaiian Views on Education and Change

2014 ◽  
Author(s):  
D. Yong ◽  
Ellen Hoffman
Keyword(s):  
School Reform ◽  
School System ◽  
Native Hawaiian ◽  
Language Immersion ◽  
Public School System ◽  
Hawaiian Language ◽  
Immersion Program ◽  
Language And Culture ◽  
Central Elements ◽  
Hawaiian Language Immersion

Narrative inquiry is a method by which "silenced voices" may be heard. In this study, eight Native Hawaiian teachers share their experiences of the Hawaiian Language Immersion Program (HLIP), or Papahana Kaiapuni, within the Hawai‘i public school system. The teachers describe change over time in HLIP with a focus on technology and their perceptions of how it has enhanced preservation of the Hawaiian language. By giving voice to their views on indigenous culture and teaching, the stories provide a rich and nuanced view of growth and school reform as framed by the teachers' own words. Themes of commitment to students and community, and a renewal of Hawaiian language and culture are central elements in each teacher's story. Technology is seen as a tool that can be adapted to meet the demands of the schools and community, but only when shaped by Hawaiian values and intentional human agency.

Language Revitalization in Kindergarten

2018 ◽  
pp. 570-591
Author(s):  
Apay Tang
Keyword(s):  
Language Immersion ◽  
Indigenous Language ◽  
Proficiency Tests ◽  
Immersion Program ◽  
Language And Culture ◽  
Qualified Teachers ◽  
Online Documentation ◽  
Starting Point ◽  
Language Classes ◽  
Group Interviews

This study explores whether a Truku Seediq kindergarten immersion program in Taiwan has contributed to stemming indigenous language erosion. The preliminary results suggest areas for improvement in the ongoing project, and may serve as a starting point for future preschool indigenous language immersion programs. The project centers on five activities: (1) weekly culture-based language classes, (2) bimonthly teachers’ empowerment workshops, (3) online documentation of teaching processes and activities, (4) advisory visits and evaluations, and (5) development of pedagogical materials. Data were collected through focus group interviews, observations, advisory visits, and proficiency tests. The results show both that the immersion program improves the children’s proficiency and that it faces obstacles: lack of qualified teachers proficient in the language and culture-based teaching, insufficient hours of immersion and co-teaching with elders, imperfect communication in the administrative system, obstacles to collaboration with families and communities, and lack of effective pedagogical materials and proficiency tests.

scholarly journals Culturally Responsive Education: Developing Lesson Plans for Vietnamese Students in the American Diaspora

2015 ◽  
Vol 5 (4) ◽  
pp. 395-404
Author(s):  
Cynthia M. Douglas
Keyword(s):  
New York ◽  
New York City ◽  
School System ◽  
Culturally Responsive ◽  
Lesson Plans ◽  
Public School System ◽  
Culturally Responsive Education ◽  
Language And Culture ◽  
Culturally Responsive Curriculum ◽  
Vietnamese Diaspora

This article focuses on the application of the philosophical principles of John Dewey and Culturally Responsive Education in the creation of lesson plans for Vietnamese students in the American Diaspora. Through a Fulbright-Hayes Program a group of teachers from the New York City Public School System and Long Island spent six weeks in Vietnam studying the language and culture in order to develop lesson plans that would address the needs of Vietnamese students in their classrooms. This study demonstrates the importance of teachers connecting with their students through the incorporation of sociocultural elements that translate to a culturally responsive curriculum, not just for students in the Vietnamese Diaspora but for all students.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

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