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Ed 342 512 Author Title Institution Pub Date DOCUMENT RESUME ED 342 512 RC 017 582 AUTHOR Reyhner, Jon, Ed. TITLE Effective Language Education Practices and Native Language Survival. Proceedings of the Annual International Native American Language Issues (NALI) Institute (9th, Billings, Montana, June 6-9, 1969). INSTITUTION Native American Language Issues Inst., Choctaw, OK. PUB DATE 90 NOTE 161p. AVAILABLE FROM Bilingual Education Program, Eastern Montana College, 1500 N. 30th St,, Billings, MT 59101-0298 ($8.00). PUB TYPE Collected Works - Conference Proceedings (021) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *American Indian Education; *American Indian Languages; *Bilingual Education; Canada Natives; English (Second Language); Language Research; Language Standardization; *Native Language Instruction; Navajo; Official Languages; Teaching Methods IDENTIFIERS Maori (Language); Maori (People); Na Dene; Native Americans; Native American Studies ABSTRACT This volume includes papers delivei-ed at the Ninth Annual International Native American Language Issues (NALI) Institute. Dick Littlebear's keynote address describes the importance of maintaining Native American languages. James Crawford's "Language Freedom and Restriction: A Historical Approach to the Official Larguage Controversy," describes the "English Only" movement's threat to Native languages and documents tolerance of language freedom in U.S. history. "The Dene Standardization Project," by Elizabeth Biscaye and Mary Pepper, and "The Stoney Indian Language Project," by John W. Friesen and otbers, describe Native Canadian efforts to put native languages into standard written formats and teach them to children. "Written Ute English: Texture, Construction, and Point of View," by William Leap, and "Narrative Literacy Patterns of Northern Ute Adolescent Students," by Sonia Manuel-Dupont, describe Native Americans' English dialects and suggest better English-teaching methods. Jon Reyhner's "A Description of the Rock Point Community School Bilingual Education Program" discusses the use of Navajo and English as languages of instruction. Rangi Nicholson's "Maori Total Immersion Courses for Adults in Aetearoa/New Zealand: A Personal Perspective" describes an effort to restore the Maoris' native languac,e. Barbara J. Walker's "A Reading Strategies Program for Native American Students," and "Cooperative Approaches to Language Lear-Tang," by Lois A. Hirst and Christy Slavik, describe teaching strategies in reading. David M. Davison's "An Ethnomathematics Approach to Teaching Language Minority Students" describes how language awareness helps Native Americans learn mathematics. NALI is described in a final chapter. (TES) I "PERMIeSION 10 REPRODUCE THIS U,S. OEPANTMENT Of EDUCATION (Ace of Educationl Research nd Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has beenreproduced as received f rom the person ororganization onginapew a nMinor Changes have been made10 improve reproduction quality rOints of view Of opinions stled inI his docu- TO THE EDUCATIONAL RESOURCES ment do nrnecesseray represent officia/ INFORMATION CENTER (ERIC)." OE RI positi,... or policy Effective Language Education Practices and Native Language Survival Proceedings of the Ninth AnnualInternational Native American Language Issues(NAL° Institute co-sponsored by the NALI Board of Executors andthe Montana Association forBilingual Education Billings, Montana June 8 & 9, 1989 edited by Jon Reyhner Native American Language Issues Choctaw, Oklahoma BEST COFY 2 Acknowledgements This book and the Ninth Annual International Native American Language Issues (NALI) Institute were made possible by the efforts of a number of people. Steve and Rose Chesarek, NALI Institute co-chair and then president of the Montana Association for Bilingual Education (MABE) respectively, are to be especially commended along with the other Institute co-chair, Jon Reyhner. Numerous other people in Montana and Oklahoma helped make the Institute a success. The other MABE executive board members (Louise Stump, vice-president, Jerry Brown, secretary, and Marlene Walking Bear, treasurer), the NALI Board of Executors (Shirley Brown, Harlene Green, Doris Belee le, Patricia Locke, Carl Downing, and Glenda Barrett), the staff of the Montana Office of Public Instruction (Bob Parsley, Angela Branz-Spall, and Lynn Hinch), and the regional representative of Interface Education Network (Dick Littlebear) are especially to be noted. All the contributors to this book, plus the many other workshop presenters, and of course the many Native and non-Native Institute participants are to be thanked for making the Ninth Annual International Native American Language Issues Institute a success. Copyright © 1990 by NALI Board of Executors & Jon Reyhner P. O. Box 963, Choctaw, OK 73020 Ali Rights Reserved Printed in the United States of America Additional copies may be ordered from: Bilingual Education Program Eastern Montana College Billings, MT 59101-0298 Introduction The contributors to EffectiveLanguage Education Practices and Native Language Survival reflectthe strong support ancestral languages have amongNative people today. Dick Littlebear's Keynote Address describes theimportance of Nati ve languages to Native Americans andthe effort that needs to be made to maintain them. James Crawforddescribes the major threat to Native languagesembodied in the "Erglish Only" movement and documents howhistorically the United States has allowed languagefreedom. In chapters three and four, Canadianeducators describe efforts by Canadian natives to put theirlanguages into standard written formats and to use Nativelanguages with their children.In chapters five and six, William Leap and Sonia Manuel-Dupont describe Englishdialects spoken and written by Indian students and how teachers canhelp students master standard spoken and written English. Chapter seven contains a description of amodel bilingual program utilizing Navajo, as well asEnglish, as a language of instruction throughout theelementary and high school years in a tribally controlled communityschool at Rock Point on the Navajo Nation in the United States.In chapter eight, Rangi Nicholson tells about his experienceswith adult immersion language nests for restoring the Maorilanguage to the first inhabitants of Aotearoa/NewZealand. In chapters nine and ten, professors atEastern Montana College and Northern Michigan Universitydescribe ways to help Native American students read betterwhile in chapter eleven, David Davison describes how knowledgeof language differences can help Native Americans learnmathematics better and easier. iii 4 -- 1 The chapters in this bookcontain descriptions ofonly a few of the many promisingNative language programsgoing on today inNew Zealand, Canada,the United States, and other countries.Dick Littlebear in hisKeynote Address mentions others.The New Zealand andHawaiian im- for pre-schoolchildren are a mersion language nests and particularlypromising avenuetorestoration maintenance of Nativelanguages. More of thesepromising programs will bedescribed at the TenthAnnual International Native Language IssuesConference to be held inOklahoma in 1990. It is hoped that this bookin a small way will add tothe growing support for amultilingual, multiculturalWorld where Native languages arerespected, encouraged, and taught. Jon Reyhner Assistant Professor Eastern Montana College iv Table of Contents 1 Dick Littlebear 1 KEYNOTE ADDRESS: Effective Language Education Practices and Native Language Survival 2 James Crawford 9 Language Freedom and Restriction: A Historical Approach to the Official Language Controversy 3 Elizabeth Biscaye and Mary Pepper 2 3 The Dene Standardization Project 4 John W. Friesen, Clarice Kootenay, 30 and Duane Mark The Stoney Indian Language Project 5 William Leap 3 9 Written Ute English: Texture, Construction, and Point of View 6 Sonia Manuel-Dupont 5 3 Narrative Literacy Patterns of Northern Ute Adolescent Students v 0111 95 7 Ion Reyhner A Description ofthe Rock Point Community SchoolBilingual Education Program 107 8 Rangi Nicholson Maori Total ImmersionCourses for Adults in Aotearoa/NewZealand: A Personal Perspective 121 9 Barbara I. Walker A Reading StrategiesProgram for Native American Students 10Lois A. Hirst and ChristySlavik 133 Cooperative Approaches toLanguage Learning 11David M. Davison 143 An EthnomathematicsApproach to Teaching Language MinorityStudents Appendices A About NALI 149 151 B About the Contributors vi 1 KEYNOTE ADDRESS Effective Language Education Practices and Native Language Survival Dick Littlebear It is difficult for our Native American languages and cultures to survive and it will get more difficult. One of the reasons fo: this increasing difficulty for Native language groups is that we are in the midst of a cultural transition which has demeaned our languages and cultures. However, remember that our cultures have proven their ability to survive and adapt over the past thousands of years when they have undergone other cultural transitions.Let us not allow this present cultural transition to be any different.The problem is that others have defined for us how to cope with thistransition and their efforts have only minimally succeeded. This means we must devise our own strategies to counter the negative effects of cultural transition.Especially since this cultural transition is being complicated by alien organizational systems, by high technology, by alcohol, by drugs, by ambiguous values, by exploding populations, by erosion of language and culture,
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