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- All Subjects: Navajo language
- Creators: Duplissis, Mark
Description
This study investigated the limitations of Navajo language teaching in Navajo Head Start immersion centers. The research questions asked what did Head Start teachers perceive as barriers to Navajo children successfully learning the Navajo language, what skills and knowledge did Head Start teachers have that were relevant to teach Head Start children the Navajo language, what Head Start teachers perceived as their strengths and weaknesses of the language immersion program, and what program and instructional qualities promoted and restricted the success of the language program? Two males and six females who resided in the western part of the Navajo Nation wee interviewed as to their teaching experiences. All of the interviewees were between the ages of late 40's to mid-60's and all spoke Navajo fluently. They had been employed with Head Start for more than 10 years. They came from families who had strong beliefs in the Navajo culture and language, and believed all teachers should take Navajo language and culture classes to teach in Head Start. The interviews revealed the participants use their traditional language and culture skills to teach Navajo, but they had limited knowledge as how to use the curriculum provided by Division of Dine Education. The English curriculum was accessible and easy to follow, but did not adhered to President Hale's Executive Order to perpetuate the language. It was recommended that Head Start administrators and support staff review the Navajo language policies and regulations, train teachers how to write a lesson plan that was simple and teacher friendly, revamp the curriculums, and train teachers how to critique, analyze and develop lessons from the Navajo Curriculum. In addition, administrators, should monitor and provide technical assistance to ensure teachers are implementing Navajo language instruction according to Navajo Standards and monitoring each child's progress according to developmental domains and assessment.
ContributorsClauschee, Jefferson (Author) / Appleton, Nicholas (Thesis advisor) / Spencer, Dee (Committee member) / Duplissis, Mark (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT Diné Education is equal and is as valid as this nation's mainstream education, yet it does not share the same ideas, processes or goals as its counterpart. It is more complicated because it is based on oral traditions and the philosophies of Hózhó, a construct that requires a learner to embrace one's surroundings, actions, interactions, and being. A central part of Diné education focuses on spirituality and self awareness which are intertwined with every dimension of this universe. In order to become educated in the Diné world a learner must first learn to "walk in beauty" and have a positive self image. Being Diné, this researcher sought to capture his own childhood memories, including the special teachings and teachers that have guided his learning, as a way to document the process of acquiring a Diné education. The methods of inquiry for this research included self-reflection documented in a journal and an extensive literature review. The literature review was guided by three research questions: 1. What is Diné Education? 2. How important is it to today's Diné people? 3. What are the future prospects for the existence of Diné education?
ContributorsNeezzhoni, Dmitriy Zoxjkie (Author) / Romero-Little, Mary Eunice (Thesis advisor) / Brayboy, Bryan (Committee member) / Mccarty, Teresa (Committee member) / Arizona State University (Publisher)
Created2010