Place information here: Module 4 Language Policy—Native American Language Act (1990) Beverly Atsma Kennesaw State University INED 7781 Summary of the Law: The Native American Language Act of 1990 states that the United States Government acknowledges that the cultures and languages of the Native Americans are unique and that we as a nation have the responsibility to protect and promote, not suppress and exterminate, these languages. Furthermore, this document recognizes that the languages of the Native Americans are inextricably linked to their culture, history, and religion. It is within the best interest of the United States to encourage the revitalization of Native American languages in order to fulfill the human potential of all students (Native American Language Act of 1990). It is the United States policy to preserve the rights of Native Americans to teach and promote their languages in school by reducing the teaching requirement of Native American language teachers, accepting the coursework for Native American Languages as fulfillment of Foreign Language requirements, and including Native American language coursework within all levels of K-12 school programs (Native American Language Act of 1990).
How this law affects teachers, students, and education: According to the United States Census Bureau (2015), there is only .5% Native Americans in Georgia’s population. Public schools in our region do not have a recognizable Native American influence, however, there are 13.3% of Georgia’s homes where a language other than English is spoken. It is vital that we as teachers recognize the important link between language and culture. Although this law does not explicitly state protection for languages that are not Native American, it is imperative that we acknowledge what even the United States says about how language and identity are intermingled when we encounter students with varying languages of origin. According to sec. 102, Congress finds that “there is convincing evidence that student achievement and performance, community and school pride, and educational opportunity is clearly and directly tied to respect for, and support of, the first language of the child or student” (Native American Language Act of 1990). Therefore, in the classroom it is within the best interest of our students and their futures to respect and support our students’ first language. Stephen Krashen (1991) suggests that the best way to support literacy in students who have English as a second language is to support the first language through bilingual education. As teachers, we can provide first language texts and opportunities for our students to meaningfully encounter their first language in the classroom (Krashen, 1991). There are multiple arguments that supporting bilingual education increases literacy, comprehension, and the acquisition of English as the second language (Krashen, 1991). It is crucial that teachers take hold of the government directive to acknowledge language and culture as part of identity and foster its growth.
Additional Sources: De La Trinidad, M. (2015, March 5). Mexican Americans and the push for culturally relevant education: the bilingual education movement in Tucson, 1958–1969. Retrieved June 19, 2015, from Taylor and Francis Online website: http://www.tandfonline.com/doi/abs/10.1080/0046760X.2014.1002015 Morcom, L. A. (2014, September 19). Determining The Role Of Language And Culture In First Nations Schools: A Comparison Of The First Nations Education Act With The Policy Of The Assembly Of First Nations. Canadian Journal of Educational Administration and Policy, #163. Retrieved from http://files.eric.ed.gov/fulltext/EJ1042037.pdf http://www.nabe.org National Association for Bilingual Education http://www.ncela.us National Clearinghouse for Bilingual Education http://www.ncela.ushttp://www.nabe.org
Module 4 Language Policy—Native American Language Act (1990)
Beverly Atsma
Kennesaw State University INED 7781
Summary of the Law: The Native American Language Act of 1990 states that the United States Government acknowledges that the cultures and languages of the Native Americans are unique and that we as a nation have the responsibility to protect and promote, not suppress and exterminate, these languages. Furthermore, this document recognizes that the languages of the Native Americans are inextricably linked to their culture, history, and religion. It is within the best interest of the United States to encourage the revitalization of Native American languages in order to fulfill the human potential of all students (Native American Language Act of 1990).
It is the United States policy to preserve the rights of Native Americans to teach and promote their languages in school by reducing the teaching requirement of Native American language teachers, accepting the coursework for Native American Languages as fulfillment of Foreign Language requirements, and including Native American language coursework within all levels of K-12 school programs (Native American Language Act of 1990).
How this law affects teachers, students, and education: According to the United States Census Bureau (2015), there is only .5% Native Americans in Georgia’s population. Public schools in our region do not have a recognizable Native American influence, however, there are 13.3% of Georgia’s homes where a language other than English is spoken. It is vital that we as teachers recognize the important link between language and culture. Although this law does not explicitly state protection for languages that are not Native American, it is imperative that we acknowledge what even the United States says about how language and identity are intermingled when we encounter students with varying languages of origin. According to sec. 102, Congress finds that “there is convincing evidence that student achievement and performance, community and school pride, and educational opportunity is clearly and directly tied to respect for, and support of, the first language of the child or student” (Native American Language Act of 1990). Therefore, in the classroom it is within the best interest of our students and their futures to respect and support our students’ first language.
Stephen Krashen (1991) suggests that the best way to support literacy in students who have English as a second language is to support the first language through bilingual education. As teachers, we can provide first language texts and opportunities for our students to meaningfully encounter their first language in the classroom (Krashen, 1991). There are multiple arguments that supporting bilingual education increases literacy, comprehension, and the acquisition of English as the second language (Krashen, 1991). It is crucial that teachers take hold of the government directive to acknowledge language and culture as part of identity and foster its growth.
References
Krashen, S. D. (1991). Bilingual Education: A Focus on Current Research. Retrieved June 18, 2015, from ERIC website: http://files.eric.ed.gov/ fulltext/ED337034.pdf
Native American Languages Act of 1990 (P.L. 101-477). Retrieved June 18,
2015, from National Association of Bilingual Education website:
http://www.nabe.org/Resources/Documents/Legislation%20page/NALanguagesActs.pdf
State and County Quickfacts. (2015, May 28). Retrieved June 18, 2015, from Georgia QuickFacts from the US Census Bureau website: http://quickfacts.census.gov/qfd/states/13000.html
Additional Sources:
De La Trinidad, M. (2015, March 5). Mexican Americans and the push for culturally relevant education: the bilingual education movement in Tucson, 1958–1969. Retrieved June 19, 2015, from Taylor and Francis Online website: http://www.tandfonline.com/doi/abs/10.1080/0046760X.2014.1002015
Morcom, L. A. (2014, September 19). Determining The Role Of Language And Culture In First Nations Schools: A Comparison Of The First Nations Education Act With The Policy Of The Assembly Of First Nations. Canadian Journal of Educational Administration and Policy, #163. Retrieved from http://files.eric.ed.gov/fulltext/EJ1042037.pdf
http://www.nabe.org National Association for Bilingual Education
http://www.ncela.us National Clearinghouse for Bilingual Education
http://www.ncela.ushttp://www.nabe.org