An Overview of Alaska Native Bilingual Education. Topics in Culture Learning, Vol. 2.

Autor/in	Orvik, James M.
Institution	Hawaii Univ., Honolulu. East-West Center.
Titel	An Overview of Alaska Native Bilingual Education. Topics in Culture Learning, Vol. 2.
Quelle	(1975), (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	American Indian Languages; Athapascan Languages; Biculturalism; Bilingual Education; Bilingualism; Educational Policy; Eskimo Aleut Languages; Language Classification; Language Instruction; Language Skills; Language Tests; Non English Speaking; Program Evaluation; Second Language Learning; Standardized Tests; Statistical Data; Test Results; Uncommonly Taught Languages; Alaska + Suchen Sie Ihr Suchwort? Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Politics of education; Bildungspolitik; Sprachtypologie; Language skill; Sprachkompetenz; Language test; Sprachtest; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Standadised tests; Standardisierter Test; Minderheitensprache
Abstract	The purposes of this paper are to: (1) describe the general linguistic situation in Alaska, (2) describe the bilingual education situation, and (3) discuss the effectiveness of the bilingual education programs and give an idea of the potential of bilingual education as a social force in Alaska. Much of the information is summarized in a number of tables. Table 1 is a classification of the 20 distinct Alaskan languages into major linguistic families, with an approximate number of living speakers per language. Three basic types of language communities are distinguished (table 2): (1) monolingual native, including fluent native language speakers of all ages; (2) bilingual, having few or no native language speakers under age 10; and (3) monolingual English, with few or no native language speakers under age 30. A short history of the development of bilingual education programs in Alaska is provided, and statistics are presented and discussed concerning the numbers of school-age children receiving bilingual education and the relative proportions of bilingual programming for the three types of communities (tables 3 and 4). Various tools used for evaluating the effectiveness of the program, including assessment of literacy, numerical, and linguistic skills, are discussed and summarized in four additional tables. Children in bilingual programs appear to perform significantly better than children in nonbilingual programs. (CLK)
Anmerkungen	The Director, Culture Learning Institute, East-West Center, Honolulu, Hawaii 96822 (no charge)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC