Presents model using elements of status, social group or speech community, and values for treating literacy as a sociolinguistic phenomenon and in support of bilingual education. Uses Navajo and medieval Jewish languages as examples. (BK)

Using comparative data from two Navajo community-school contexts, this article details the conditions within these and similar contexts that enable schools to authentically use and validate the local language. Six social engineering strategies are presented as a means to build dual-language programs. (seven references) (MDM)

In light of the articles in this issue, this article discusses the role that language planning plays in the building of communities and nations, focusing on American Indian language and bilingual education. Also examined is the impact of the Native American Languages Act on the maintenance of indigenous language and cultural resources. (four…

Offers insights into the traditional Navajo way of life, with particular emphasis on aspects of culture and language that have implications for teaching Navajo and other Native American students. (LB)

On November 14, 1984, the Navajo Tribal Council approved a new set of educational policies (the "Mission Statement") intended to improve the quality of education for all Navajos, specifically some 56,810 students in 223 schools on or near the Navajo reservation. The Mission Statement asserts that the Navajo Tribe, as a sovereign nation,…

The relationship between teaching English to speakers of other languages and bilingual education is explored through three dimensions in language education: participants, channels, and codes. Language barriers to education can be found in each of these. As student participants become more numerous and more linguistically diverse, the educational…