Search

This newsletter is third in a series of publications by the Bureau of Indian Affairs, prepared and edited by the English for Speakers of Other Languages Program of the Center for Applied Linguistics. While the first two issues (AL 001 671 and AL 001 819) were concerned with the teaching of English to elementary and kindergarten children in BIA schools, this issue focuses on the problems of intermediate and advanced secondary school students, with special emphasis on the teaching of composition and written English. The first article, "Breaking Down Your Writing Goals," by Gerald Dykstra, discusses attainable "sub-goals." The first step, or sub-goal, on the way to developing written skill in English is the corollary of simple repetition in oral work--the copying of one entire title and paragraph without error. Following steps include substitutions, transformations, reductions, expansions, completions, additions, revisions, commentary, and creations. "The Teacher's Bookshelf," by Carol J. Kreidler, describes especially selected materials for the teacher's reference and for the classroom, as well as several new and forthcoming texts. Ruth E. Wineberg's "Information Exchange" reports on developments in BIA schools (in bilingual reading, contrastive analysis, controlled composition, creative writing, reading, and English), summer workshops, and CAL activities. (AMM)

This report on the Conference on Navajo Orthography, held in Albuquerque, New Mexico on May 2-3, 1969 constitutes a summary of the discussion and decisions of a meeting which was convened by the Center for Applied Linguistics under contract with the Bureau of Indian Affairs to agree on an orthography for the Navajo language. The immediate purpose of such an orthography is its adoption for uniform use in Bureau of Indian Affairs sponsored publications for use in its school system, but the Conference hopes it would have wider acceptance. The present report covers considerations in formulating the recommendations, presents the recommended script, and discusses the purposes to be served by a Navajo writing system. Appended are a listing of various Navajo alphabets compiled by Oswald Werner, and notes by Sarah C. Gudschinsky on orthography preparation and revision. (AMM)

This second newsletter publication of the Bureau of Indian Affairs follows the format of the first issue. (See related document AL 001 671.) The first article, "Language Drill and Young Children," is by Muriel Saville of Texas A & M University. The author's experience has convinced her that in a classroom situation, a language is not caught by mere exposure, but requires a sequential and systematic presentation of structural elements for maximum effectiveness and efficiency with students of all ages. When provisions are made for different interest levels and attention spans, language "drill" is compatible with the more informal curriculum of early childhood education. Illustrated are various types of language activities, developed specifically for teaching the contrastive sounds of English to children in kindergarten, beginner, or first grade classrooms. Carol J. Kreidler's "Teacher's Bookshelf" lists and describes selected supplementary materials for the teacher's reference, for the classroom, and for adult education work. Ruth E. Wineberg's "Information Exchange" is devoted to descriptions of new developments in BIA schools, projects and activities of particular interest to educators of American Indians, and professional meetings, institutes, and fellowships in the fields of English for speakers of other languages and bilingual education. (AMM)

This report summarizes a meeting sponsored by the Bureau of Indian Affairs and carried out by the Center for Applied Linguistics to outline a bilingual kindergarten program in which Navajo would be the main medium for kindergarten activities, with oral English introduced as a subject. The meeting was the direct outcome of the recommendations of "The Study of the Problems of Teaching English to American Indians" conducted by the CAL and sponsored by the BIA in 1967. (See ED 014 727.) Agreed on were (1) the endorsement of the concept of bilingual kindergartens for Navajo children; (2) the vital importance of involving Navajo parents and community; (3) the need for general information on bilingual education; (4) the teaching of Navajo culture in the kindergarten; and (5) the necessity for listing English structures and vocabulary items to be covered during the kindergarten year, indicating phonological, morphological, and syntactic problems of interference from Navajo. Least agreement was on how to teach English at kindergarten level (a "play" approach using songs, games, and other activities, vs. more formal instruction using linguistically structured materials). It was suggested that several models be worked out, offering alternative approaches. Recommendations concerning general policy, the bilingual curriculum, and the preparation of teachers are presented. (AMM)