User:Kh3522a/Notes


 * 1) Indigenous Education : Language, Culture and Identity, edited by W. James Jacob, et al., Springer, 2015. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/aul/detail.action?docID=1966738.

- estimation of 300 native languages in in the pre-Columbus era

- consequences of current policies in English assimilation include language drift and language extinction

- with regard to English Language Learners, the Bilingual Education Act of 1968 (Title VII) prioritized the learning needs of ELL and the financial disparities within programs.

While Title VII of the No Child Left Behind Act authorizes exposure to culturally relevant activities, assistance, and recognition of learning styles of Native groups from the contiguous U.S., Hawaii, and Alaska, the actual implementation has fallen short. In fact, the achievement gap for English Language Learners and Alaskan Indigenous/Alaskan Native students is growing.

*** Look into what is the NCLB

- achievement gaps have continued to grow in English Language Learners and American Indians/American Natives

2. “The Fate of the Eyak Indians in Russian America (1783-1867).” Arctic anthropology. 54.2 (2017): 52–70. Web.

3. Communities of Practice : An Alaskan Native Model for Language Teaching and Learning, edited by Patrick E. Marlow, and Sabine Siekmann, University of Arizona Press, 2013. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/aul/detail.action?docID=3411829.

Great start -- I'm guessing NCLB is No Child Left Behind. How have these acts impacted language learning for Alaskan Natives? Are there cultural programs in place for Native Alaskans focused on language? -- Shannon

Intersection of Language and Culture

Martindale, V. F. (2002). MOVING MOUNTAINS IN THE INTERCULTURAL CLASSROOM. Ethnic Studies Review, 25(1), 56. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/215502662?accountid=8285

Many Alaska Native languages are characterized within high context cultures. This means that the deliverance of messages is as much through nonverbal cues such as body language, silence, and eye contact. As a result, communication within Alaskan Native languages is not parallel to communication in the majority spoken English. This miscommunication lies in the use of context, as English within the Euro-American culture is considered to be low context, thus dependent on explicit deliverance of a message rather than contextually. A study on bilingual speakers in college settings notes the complications of Alaska Native speakers in predominantly English taught settings as a lack of understanding this cultural context. For instance, many Alaska Native languages determine silence to be a sign of respect and a demonstration that one is listening. However, in the Euro-American context, silence may be seen as a lack of understanding or lack of engagement.

Practice of Alaska Native languages often follows a didactic pattern, using stories and anecdotes to teach morals and lessons. For example, Tlingit culture follows this annectodal pattern which emphasizes the role of the speaker and the listener. This is indicative of the importance of oral tradition in Tlingit culture, where information is passed down from elders to young learners.