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American Indian Language Education. INSTITUTION National Center for Bilingual Research, Los Alamitos, Calif DOCUMENT RESUME ED 218 021 RC 013 403 AUTHOR Leap, William TITLE American Indian Language Education. INSTITUTION National Center for Bilingual Research, Los Alamitos, Calif. SPONS AGENCY NatiOnal Inst. of Education (ED), Washington, DC. PUB DATE Dec 81 NOTE 166p.; Cooperative Agreement 00-CA-80-0001. EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *American Indian Education; *American Indian Languages; American Indians; Bilingual Education; *Educational Assessment; Elementary Secondary Education; English (Second Language; *Federal Indian Relationship; Language Proficiency; Language Research; *Language Role; Native Language Instruction; Program Implementation; *Second Language Programs; Staff Development; Tribes IDENTIFIERS American Indian History ABSTRACT Prepared for the National Center for Bilingual Research, the document provides information on the "state of the art" in American Indian language education and presents a full picture of the situation exploring concepts (e.g., self-determination, Indian language diversity) and concerns (e.g., tribal reluctance to see Indian language instruction used indiscriminately for schooling-related purposes). Topics discussed in the five chapter paper include: Indian education a.,.; an equal opportunity issue (such as tribal self-determination and tribally controlled education); definition of American Indians (usage of Native American or American Indians, state, federal, and self-identified); Indian language fluency as an issue in Indian education; local responses to language needs in Indian education (pertaining to the Bureau of Indian Affairs, implementing Indian language arts programs, certification of Indian teachers, and federal responsibilities in Indian Education); and research needs in Indian language education (descriptive studies, language census issues, English language arts needs, legislation and policy implications). Appendices record statements of needs and priorities in Indian language education. A 62-item unannotated bibliography concludes the document. (ERB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** ) e r-4 CV CD CO AMERICAN INDIAN LANGUAGE EDUCATION r-q CV William Leap CZ) uJ December, 1981 Reports "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY ,- 1 V )(0)/ c Vrof I Vet_ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" U S DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC, This /1/ do( urn. Playbe,PP, IITIPIPIPPPP1 as Pet 011 Po, PhflefSpalp op,fljaPIZJIPOPP1 )...PPIPPPaPalti Pt MIPPIOP halltl Pt,,, (., ,. n, p1. , a,,,,,,, P{1PPIPIPIP Pptal plo I.Ity P P OP, P P. pel4 op' pg,,n, StatedInthisPlop Pl PI 1 Pof P 'PS IPly Pa,.Plpapp 1,PNIE DOSIPagi1pf(gI , y national center for bilingual research, 4665 iampson avenue, los alamitos, ca90720 L_______} 40 is 1778 i>'P ,c) JUN 1982 co RECEIVED ERIC/CRESS AMERICAN INDIAN LANGUAGE EDUCATION William Leap December, 1981 03-81 cener bd.nguo research 4665 lornoson avenue ios olomoos CA 90720 telephone (2131 598-J481 DP a,.nrnl . ',A .4. 4 ".5 ver.4at444 u.0e.CCOI.W.41.e Agteem444,0 COCAtINXCI horn IntNattona, 1.510., 0 E 4,,, ,74e4, A EJA a ,t t4, /1A 4.. 0 (0.1:41.0. other ageNv d4,4t U4v4e0 Slates0, Ed.cal.0,", 0, 00 env are, apen, 1 SIA,e, 41 t. -BEST COPY AVAILABLE "q CONTENTS Page INTRODUCTION . 1 NTCA EDUCATION POLICY STATEMENT: "Who Makes Indian Education Policy?" 4 CHAPTER I: INDIANEDUCATION AS AN EQUAL OPPORTUNITY ISSUE . 7 Early History of Indian Education 7 Indian Education in the Twentieth Centuryr i Tribal Self-Determination 10 Indian Education Organizations 12 Tribally Controlled Education 13 CHAPTER II: DEFINING THE POPULATION 16 Native Americans and American Indians 16 Federally Recognized Tribes 18 .1- State Recognized Tribes 19 Self-Identified Indian Groups 20 Defining and Estimating American Indian Populations . 21 Indian Residence Patterns 22 Federal Definitions of Indians 24 CHAPTER III: INDIAN LANGUAGE FLUENCY AS AN ISSUE IN INDIAN EDUCATION 27 Indian Languages 27 Recent Counts of Indian Languages 37 English and Indian Language Fluency 39 ii CONTENTS (continued) Page Bilingual Education Needs 42 Indian Language Factors, and Academic-Achievement 44 The Language Issues Within Indian Education 47 National Study of American Indian Education 52 Indian Language Instruction and Classroom-Based Research 58 Indian Language Research 60 Indian English 63 Summary 65 CHAPTER IV: LOCAL RESPONSES TO LANGUAGE NEEDS IN INDIAN EDUCATION- 69 Federal Support for Local Programs 70 Bureau of Indian Affairs 79 Project Development at the Tribal Level: Educational Needs Assessment 81 Implementing an Indian Language Arts Program 84 Some Problems in Indian Language Education:Staffing and Classroom Resources 86 Responses to the Staffing Problems 87 Certification of Indian Teachers 89 Instructional Aides 91 Linguistic Issues 92 Special Costs 94 Technical Assistance 95 Federal Responsibilities in Indian Education 96 Summary 98 CONTENTS (continued) Page CHAPTER V: DIMENSIONS AND DIRECTIONS FOR INQUIRY 100 ResearJ1 Needs in Indian Language Education 104 I. Basic Descriptive Studies 105 II. Language Census Issues 109 III. English Language Arts Needs 111 IV. Classroom Based Inquiry 115 V. Legislation and Policy Implications 116 118 VI. The Indian Language Speaker as Researchers . APPENDIX II 120 Recommendations of the Conference on Priorities in American Indian Language Work 120 Lake Superior Association Working Paper on Native American Languages 127 Policy Recommendations: SENABEC Conference, Jackson, MS, 1977 134 Panel Presentation of Dr. Lee Antell, ECS Indian Education Project 141 BIBLIOGRAPHY 145 iv 6 AMERICAN INDIAN LANGUAGE EDUCATION A Report to the National Center for Bilingual Research Wiliam L. Leap Project Director 7 INTRODUCTION This document has been preparedat the request of the National Center. for Bilingual Research, Los Alamitos,CA, to provide informationon the "state of the art" in American Indianlanguage education. To function as a bilingual research center with a truly nationalscope, NCBR staff had to become oriented, and oriented quickly,to a full picture of the American Indian language education situation. This required an exploration of concepts (e.g., self-determination, Indian language diversity)and concerns (e.g., tribal reluctance to see Indian languageinstruction used indiscriminately for schooling-related purposes). It required information on the inventory of the actors (including both agencies and persons) involved in the attempt to come to gripswith these issues and an evaluation of tie outcomes of those efforts. Planning for the Indian components of the NCBR research agenda for the futureyears can only be effected in terms of these considerationt. The staff assembled to prepare this documentinclude: Sandra Amendola, Paul Cissna, Signithia Fordham, William Leap (projectdirector), Donna Longo, Cesare Marino, Jeffrey Phillips, andAnn Renker, all of The American University, Washington, D.C. To broaden the sensitivity of project staff on selected issues, backgroundpapers were prepared by Ann Marie Zaharlick, formerly associated with the PLebloIndian Bilingual-Multicultural Teacher Training Programat the University of Albuquerque, New Mexico, and currentlyon faculty at the Ohio State 8 2 University, Columbus; and Georgianna Tiger, formerly the associate director of the National Congress of American Indians, Washington, D.C. The essay has been reviewed in pre-final form by Ron Andrade, Executive Director of the National Congress of American Indians, Washington, D.C., and by members of the NCAI Education Concerns Committee. The arguments presented here have benefited directly from that review, but I, alone, take responsibility for the final form of this document. Project staff prepared a series of reports summarizing the work of federal, state, local and tribal-level agencies in Indian language education. Issues raised in those reports have been integrated into the text at variou3 points in the argument. To provide a more detailed perspective on the work of specific agencies in these areas, several of the reports will be reviewed and re-drafted, and will be made available as a supplement to this report. A variety of additional sources, some of which are identified in the bibliography, were also consulted by project staff; the development of the overall argument in this document was, at times, greatly influenced by data from these sources of information. The project director retains sole responsibility, however, for the selection and the interpretation of issues which it has come to contain. Indian self-determination, as defined under the purview of PL 93-638 and elsewhere, is a critical element underlying all areas of Indian policy-making and program development. Statements discussing needs and priorities in Indian language education research are not exempt from the constraints of this principle. The reasoning behind this statement has 9 3 been clearly outlined in an educational policy statement developed by the staff of the Education Component of the National Tribal Chairmen's Association and adopted by the membership of the full Associationon April 16, 1980. The full text of that statement is reprjritedon the following pages. William L. Leap Project Director 4 NATIONAL TRIBAL CHAIRMEN'S ASSOCIATION EDUCATION POLICY STATEMENT: Who Makes Indian Education
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