Language Policy and Indian Education. Research Report.

Autor/in	Parker, Douglas V.
Institution	Alberta Univ., Edmonton.; Alberta Northern Development Group, Edmonton.
Titel	Language Policy and Indian Education. Research Report.
Quelle	(1975), (82 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indians; Bilingual Education; Cognitive Development; Community Attitudes; Educational Policy; Elementary Education; English (Second Language); Language of Instruction; Language Research; Language Role; Literature Reviews; Models; Parent Attitudes; Reading Instruction; Socioeconomic Influences; Canada + Suchen Sie Ihr Suchwort? American Indian; Indianer; Bilingual teaching; Bilingualer Unterricht; Kognitive Entwicklung; Politics of education; Bildungspolitik; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Sprachforschung; Analogiemodell; Elternverhalten; Leseunterricht; Sozioökonomischer Faktor; Kanada
Abstract	Any decisions regarding the language of instruction will have long-term effects on the child's life both during and after his school years. Unfortunately, language is only one facet of the total problem. In any discussion of education involving people who are culturally and linguistically different, various factors come into play, factors which enjoy an interlocking type of relationship rendering isolation of a single element difficult. These include language, community, socioeconomic status, as well as parental and community attitudes to education. To some extent it is necessary to deal with these factors in order, ultimately, to be able to make intelligent, informed decisions about language policy in the schools of Northern Alberta. This study reviewed the literature pertaining to the question of whether to begin instruction of elementary school children in English using an English as a second language program or to use the Native language for instruction initially, with English gradually introduced. Topics covered are: place of language in education, factors affecting the choice of language for use in the school, bilingual education models, opinion regarding the language of instruction, factors affecting the bilingual child's education progress, language problems and the school, and language policy and the reading process. It would appear that there is greater long term advantage in beginning the school program in the child's dominant language. (Author/NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC