This primary level reader developed for use in a bilingual education setting contains six legends in the Creek Indian language. Each legend is presented in large type and is illustrated by pen-and-ink drawings suitable for coloring. (AMH

Three million children being schooled in the educational system of America are expected to forego the use of their native language while in the school environs and accept English as the mode of communication. To assess the effect of mode of language instruction on the student's concept of self as well as student achievement in reading, the…

Since 1978, basic research on bilingual education in Mexico has prevailed, especially related to Indian languages. Action research has also been more fruitful than in the past. The few objective evaluations conducted have been notable for the publication of a wide range of results. (Author/BW)

In recent years, several Andean nations have implemented reforms addressing the educational and social marginalization of Indigenous populations. Bilingual-intercultural education plays a prominent role in these reforms, and national bureaucracies have arisen around the goals of linguistic standardization and development of Indigenous language…

This document is an eleven-page supplemental subject guide listing reference material that focuses on Native American languages that is not available in the Labriola National American Indian Data Center in the Arizona State University, Tempe (ASU) libraries. The guide is not comprehensive but offers a selective list of resources useful for…

Discusses the education of Indian children (Navajo) in kindergarten who learn in a bilingual-bicultural program. Their instruction begins in Navajo, with English taught as a second language. (Author/RK)

This article describes a pilot project in bilingual education, which is designed to enable the Quichua-speaking child to enter the official Ecuadorian educational system after three years of school in Indian communities. The Indian child is instructed in both Quichua and Spanish in the primary grades. (SW)

This children's reader in the Hualapai language is to be used with "Hualapai Misith Mispo Book 2" in a bilingual elementary school classroom. Pen-and-ink drawings illustrate the text. (NCR)

This basic reader in the Hualapai language is intended for use in a bilingual elementary school classroom. Pen-and-ink drawings illustrate the text. (NCR)

This is a highly illustrated text designed to teach vocabulary of Akwesasne Mohawk at the elementary level in a bilingual/bicultural setting. Each word is accompanied by its English equivalent. Vocabulary includes numbers 6-10, colors, animals, substances, and people in everyday life. The Mohawk spelling and pronunciation are those used by the…

This is a highly illustrated text designed to teach vocabulary of Akwesasne Mohawk at the elementary level in a bilingual/bicultural setting. Each word is accompanied by its English equivalent. Vocabulary includes numbers 1-5, common animals and substances, and every day expressions such as "hello""goodbye," and "thank…

Recommended for use in classrooms (no specific grade level is assigned) throughout Alaska, this base E sized wall map (4 feet by 3 feet) is color coded (number coded for the ERIC system) to reflect the 20 Alaska Native languages. Designating language dialect areas and boundaries, this map details the language relationships of the four Eskimo…

The ANEB bilingual/bicultural programs were in operation in eight rural communities in Alaska in 1973-74. This evaluation is based on the results of interviews with members of the community, staff, and student body. The information collected was in four areas: (1) fall 1973 student pretest information; (2) spring 1974 student posttest information;…

As contact with the American Indian people increased, Indian words, expressions, and terms filtered into the English language. On the other hand, the Indians also borrowed words from those people who came to the New World. The Jicarillas, because of their early contact with the Spanish culture and civilization, tended to borrow more words from the…

Three Tzotzil-speaking Mexican sisters were interviewed about their attitudes toward their Indian schooling. They enjoyed school and felt it was important to attend school to learn Spanish, though they had not acquired few linguistic skills. (BW)