Four Years of Bilingual Education: The Yupik Language Program in Southwestern Alaska.

Autor/in	Orvik, James M.
Institution	Alaska Univ., Fairbanks. Center for Northern Educational Research.
Titel	Four Years of Bilingual Education: The Yupik Language Program in Southwestern Alaska.
Quelle	(1975), (113 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; American Indians; Bilingual Education; Cultural Awareness; Curriculum; Definitions; Educational Theories; Eskimos; Language Skills; Material Development; Primary Education; Program Evaluation; Alaska + Suchen Sie Ihr Suchwort? Schulleistung; American Indian; Indianer; Bilingual teaching; Bilingualer Unterricht; Cultural identity; Kulturelle Identität; Curricula; Lehrplan; Rahmenplan; Begriffsbestimmung; Educational theory; Theory of education; Bildungstheorie; Language skill; Sprachkompetenz; Lehrmaterialentwicklung; Primarbereich; Programme evaluation; Programmevaluation
Abstract	In Fall 1971, the U.S. Bureau of Indian Affairs' (BIA) Bethel Agency implemented an experimental Yupik bilingual program into the primary grades of 3 lower Kuskokwim village day schools. Simultaneously the Alaska State-Operated School System (ASOSS) introduced Yupik bilingual programming in a kindergarten classroom at Bethel Elementary School. Both agencies shared certain program components (mainly in the areas of staff and materials development), and many of the concepts generated by the BIA were subsequently incorporated by the ASOSS bilingual program. This report presents the evaluation and research findings of the first 3 years of both the BIA and ASOSS programs. In some cases, data are given for only one of the agency programs; however, where program similarity justifies, data are generalized to estimate conditions and outcomes for both agencies. Data range from formal language test data to impressionistic data where staff and community members were informally interviewed. An overview of bilingual education is given, defining its spectrum and listing the BIA and ASOSS programs and where on the spectrum they exist. The main program components (instruction, staff development, materials development, and community involvement) are analyzed by addressing prominent operational and theoretical questions which arose during the programs' first 3 years. (Author/NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC