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 following research was conducted. Suspecting that non-English-speaking parents are also affected by the school, a third measure was made of parent-school relationships. The research involved four village schools in the Kuskokuim district of Alaska having the Eskimo dialect of Yuk as their vernacular. Two served as subjects. Treatment was the Yuk Instructional Program, wherein Yuk was used as the primary language of instruction. The results were as follows: (1) control schools were significantly more advanced in reading as measured by the SRA Achievement Series; (2) treatment schools evidenced significantly greater concept of self on 6 of the 14 sections of the Yuk Modified Tennessee Self Concept Test; and (3) total rapport of treatment school parents with the school was significantly more positive as measured by a Parent Opinionnaire. (Author)