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Based on data collected during site visits in March 1978 to four Wisconsin school districts (Freedom, Pulaski, Seymour, and West DePere), this document evaluates a state project on Oneida language instruction. The project evolved from an expressed interest by Oneida Tribal members, elementary school children, and university students in learning and preserving their language and oral traditions, culture, and heritage. The report first describes meetings that focused on the continuation and possible expansion of the program so that eventually it would be offered in grades K-12 in those areas in which Oneida pupils are enrolled in public schools. Emphasis is on funding possibilities for the continuation. Visitation data are also reported, including: the time the teacher spent talking in English and in Oneida; the time the student spent talking in each language; types of techniques used (e.g., games, Gouin series, individual and choral practice, translation drill, listening drill); variety of techniques used; degree of student participation; and kinds of rewards used by the teachers. Program strengths are identified, including the comprehension level of fourth graders, and the six project goals are assessed in terms of the pedagogical procedures used. The two primary goals are to re-establish Oneida as a communication vehicle and as a transmitter of the culture. Recommendations for the future include implementation of a summer institute for the language teachers. Examples of communicative competence in listening and speaking are provided, including separate evaluation scales for assessing effort, fluency, quality, and quantity. (LB)

Based on data collected through classroom observations during site visits in February 1977 to project schools in Wisconsin (Freedom, Pulaski, Seymour, and West DePere), this document evaluates a project on Oneida language instruction. The project evolved from an expressed interest by Oneida Tribal members, elementary school children, and university students in learning and preserving their language and oral traditions, culture, and heritage. The report first details the type of language teaching activities witnessed in the classes and then comments on their effectiveness. Emphasis is on the pedagogical and curricular aspects, rather than an analysis of the linguistic needs of the project, which were covered in a previous report. Some discussion is given here to the value of second language learning at the elementary school level and the goals of this project, including improving the self-image and self-concept of Oneida children and certifying a teacher who could implement the Oneida language curriculum in grades K-12. Methods of instruction are reviewed in some detail. Identifiable program strengths include sound linguistic elements, variety of instructional techniques, clear goals, a strong inservice component, positive effects on "education basics," systematic curriculum development, and progress toward improving students' understanding of their Oneida heritage. Among the 11 recommendations offered are: to develop a sustained informational effort for the community and to find ways to provide total immersion experiences. (LB)