Affirming Identity: The Role of Language and Culture in American Indian Education

Autor/in	Reyhner, Jon
Titel	Affirming Identity: The Role of Language and Culture in American Indian Education
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1340081 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1340081
Schlagwörter	American Indians; Language Role; Self Concept; American Indian Languages; American Indian Culture; Acculturation; Language Maintenance; Cultural Maintenance; Hawaiians; Malayo Polynesian Languages; Civil Rights; Indigenous Populations; Native Language Instruction; Second Language Learning; Academic Achievement; Second Language Instruction; Language of Instruction; English Only Movement; Achievement Gap; Popular Culture; Teacher Effectiveness; Elementary Secondary Education; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? American Indian; Indianer; Selbstkonzept; Akkulturation; Sprachpflege; Hawaianer; Bürgerrechte; Grundrechte; Zivilrecht; Sinti und Roma; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Schulleistung; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Popkultur; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	With the passage of the No Child Left Behind (NCLB) Act of 2001, the United States spent millions upon millions of dollars in a largely unsuccessful effort to close the academic achievement gap between American-Indian and some other ethnic minorities and mainstream Americans. NCLB's focus on teacher quality and evidence-based curriculum and instruction and subsequent reform efforts have largely ignored the negative effects of American popular culture and assimilationist, English-only educational efforts on Indigenous children, which can attack their identity and lead to cultural disintegration rather than assimilation into the dominant culture. This article examines recent American Indian and Hawaiian efforts at language and culture revitalization in schools and how those efforts have helped students to develop a strong sense of identity and show more academic success. These recent efforts focus on human rights and are in line with the United Nations 2007 Declaration on the Rights of Indigenous Peoples. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01