Volume 39 1999-2000 Contents
- Issue 1 Fall 1999
- Special Issue - Part 2
- PREFACE [pp. 1-2]
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David Kekaulike Sing, Alapa Hunter, and Manu Aluli Meyer [pp. 4-13]
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Verna J. Kirkness [pp. 14-30]
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Angayuqaq Oscar Kawagley [pp. 31-51]
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- Special Issue - Part 3
- PREFACE [pp. 1-3]
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- REMARKS OF KEVIN GOVER, ASSISTANT SECRETARY INDIAN AFFAIRS:
ADDRESS TO TRIBAL LEADERS [pp. 4-6]
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- THE NEW ASSIMILATION MOVEMENT: STANDARDS, TESTS, AND
ANGLO-AMERICAN SUPREMACY
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Jack D. Forbes [pp. 7-28] - COMPREHENSIVE REFORM AND AMERICAN INDIAN EDUCATION
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David L. Beaulieu [pp. 29-38] - REFLECTING ON THE PAST: SOME IMPORTANT ASPECTS OF INDIAN
EDUCATION TO CONSIDER AS WE LOOK TOWARD THE FUTURE
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John W. Tippeconnic III [pp. 39-48] - INDIAN TEACHERS AND SCHOOL IMPROVEMENT
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Dean Chavers [pp. 49-59]
- BALANCING CULTURE AND PROFESSIONAL EDUCATION: AMERICAN INDIANS/
ALASKA NATIVES AND THE HELPING PROFESSIONS
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Hilary N. Weaver [pp.1-18]
Historically, education has often been equated with assimilation for American Indian students. Today many students seek education in the helping professions so they can take the best of Western ways of helping back to their cultural communities without losing the best of their own traditions. Little research has explored the conflicts that hinder or the support mechanisms that help American Indians/Alaska Natives in professional education. This research examined the experiences of 132 American Indians/Alaska Natives with training in social work, nursing, and psychology. The respondents were asked about cultural content in their training and support mechanisms and challenges they experienced as indigenous people during their professional education. The voices of these helping professionals reflect a mixture of problems and hope. Faculty and administrators can take this information and use it to enhance their programs and to counteract the struggles of future students. - THE BENEFITS OF SECOND LANGUAGE ACQUISITION AND TEACHING FOR
INDIGENOUS LANGUAGE EDUCATORS
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Lawrence N. Berlin [pp. 19-35]
This paper proposes the field of second language acquisition and teaching (SLAT) as beneficial to educators who want to implement or are currently engaged in indigenous language education. The point of view being presented here is that, in most cases, American Indian/Alaska Native children are not learning their tribal languages as their first languages, but rather as a second or subsequent language. For this reason, schools can play a pivotal role in reversing language shift by addressing the circumstances specific to second language learning. Awareness of SLAT theory can help teachers understand the developmental and cognitive processes that make learning a second language different from the first. In turn, SLAT pedagogical approaches and techniques, which are based on language-specific theoretical research, can provide helpful and effective ways to teach indigenous language as second languages. These approaches and techniques are also discussed as they are congruent with different cultural beliefs and practices, and different ways of knowing. - BRIDGING THE GAP BETWEEN HIGH SCHOOL AND COLLEGE
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W. Sakiestewa Gilbert [pp. 36-58]
The purpose of this study was to determine the effects of culturally appropriate English, mathematics, and career development curriculum on American Indian sophomore and junior high school students' academic achievement in a five-week summer program called Nizhoni Academy. The sample for this study consisted of 135 high school students; 39 males and 96 females. The sample included 103 Navajos, 24 Hopis, and 8 students who represented other American Indian Nations. The purpose of the Nizhoni Academy was to provide academic support services and direct instruction to educationally disadvantaged secondary students attending rural high schools on or near the Navajo and Hopi reservations in northeastern Arizona and New Mexico. The goals of the program were threefold: (a) to acquaint the American Indian sophomore and junior students to the rigors of college/university life, (b) to prepare students for continued academic success in high school, and (c) to provide an academic “bridge” that would better prepare Native secondary students in becoming academically successful in either the college or university.
* Page Numbers refer to location in the original published version of the article.
