Indigenous Language Immersion as an Alternative Form of Schooling for Children of Hawaiian Ancestry: Lessons from a Six-Year Study.

Autor/inn/en	Slaughter, Helen B.; Lai, Morris
Titel	Indigenous Language Immersion as an Alternative Form of Schooling for Children of Hawaiian Ancestry: Lessons from a Six-Year Study.
Quelle	(1994), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Case Studies; Comparative Analysis; Elementary Education; English; Hawaiian; Hawaiians; Heritage Education; Immersion Programs; Indigenous Populations; Language of Instruction; Longitudinal Studies; Mathematics Achievement; Native Language Instruction; Oral Language; Program Descriptions; Program Implementation; Reading Achievement; Reading Skills; Student Evaluation; Uncommonly Taught Languages + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Case study; Fallstudie; Case Study; Elementarunterricht; English language; Englisch; Hawaianer; Immersionsprogramm; Sinti und Roma; Teaching language; Unterrichtssprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Native language education; Muttersprachlicher Unterricht; Oral interpretation; Mündlicher Sprachgebrauch; Leseleistung; Reading skill; Lesefertigkeit; Schulnote; Studentische Bewertung; Minderheitensprache
Abstract	The Hawaiian Language Immersion program (HLI) is described and evaluated. HLI began in 1987 with two small classes on two islands and within 6 years had grown, in response to parent interest, to serve 621 students in grades K-7 in 6 schools on 5 islands. Participating students are taught entirely in Hawaiian until grade 5; in grades 5 and 6 one hour a day of instruction is in English, and immersion may continue into grade 7. The report contains an assessment of the program based on the status of the first sixth-grade cohort of participating students. Data used include: qualitative reading assessment in Hawaiian and English; reading, writing, and mathematics achievement data, tested in English; mathematics achievement, tested in Hawaiian; longitudinal data; comparison of participant and non-participant attitudes; and student, parent, and teacher interview data. An introductory section outlines positive and negative implementation factors influencing the first cohort, then results from the analyses listed above are summarized. Recommendations include: assurance of adequate curriculum materials in the case of program expansion; reconsideration of the policy of teaching English language arts in Hawaiian; further consideration of participant interaction with non-participating students; continued support for the successful programs; better planning for students with special needs. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC