Interim and Final Reports of the Bilingual Education Project in Yup'ik Eskimo, FY 75.

Autor/in	Pulu, Tupou L.
Titel	Interim and Final Reports of the Bilingual Education Project in Yup'ik Eskimo, FY 75.
Quelle	(1975), (105 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Alaska Natives; Annual Reports; Bilingual Education; Bilingual Teachers; Cultural Awareness; Elementary Education; English (Second Language); Eskimo Aleut Languages; Instructional Materials; Language Dominance; Non English Speaking; Program Content; Program Descriptions; Program Evaluation; Second Languages; Teacher Education; Test Results + Suchen Sie Ihr Suchwort? Inuit; Annual report; Tätigkeitsbericht; Bilingual teaching; Bilingualer Unterricht; Cultural identity; Kulturelle Identität; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachliche Dominanz; Programmgestaltung; Programme evaluation; Programmevaluation; Second language; Zweitsprache; Lehrerausbildung; Lehrerbildung
Abstract	The Bilingual Education Project for the Yup'ik Eskimo was funded under Title VII (ESEA) and in fiscal year 1975 operated in seven Alaskan villages. Some 425 children in grades K-3 received bilingual instruction in the village schools of Aleknagik North Shore, Atmautluak, Bethel, Kongiganek, Manokotak, Togiak and Twin Hills. Materials were developed by the Yup'ik Eskimo Language Workshop and included materials for use in Yup'ik as a first or second language. At some schools such as Aleknagik N.S., English was the dominant language of most of the children and was used as the medium of instruction. Students in Kongiganek were taught all subjects in Yup'ik and English was taught as the second language. When taught as the second language, English instruction was carried out an hour a day in the first grade, two hours a day in the second, and three in the third. Tests given at the end of the year indicate the bilingual approach for monolingual Yup'ik children is more effective than a non-bilingual approach. It presents such extra advantages as the children gaining literacy skills in the Native tongue, beginning school in the home language, learning from a Native teacher who brings other relevant cultural traits to the learning situation, and being part of a program supported and esteemed by parents and the community. This document summarizes such activities as materials development, teacher training, meetings, test results, program objectives, and program evaluation. (DS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC