Skip to main content
SpringerLink
Log in

Diving into the Language Work: Preparing Teachers for the Diné Language Classroom

  • Chapter
  • First Online:
Promising Practices in Indigenous Teacher Education

  • 2003 Accesses

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 179.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Babco, E. (2003). Trends in African American and Native American participation in STEM higher education. Washington: Commission on Professionals in Science and Technology.

    Google Scholar 

  • Balter, A., & Grossman, F. (2009). The effects of the No Child Left Behind Act on language and culture education in Navajo public schools. Journal of American Indian Education, 48(3), 19–46.

    Google Scholar 

  • Barnhardt, R. (2014). Creating a place for Indigenous knowledge in education. In D. Gruenwald & G. Smith (Eds.), Place-based education in the global age. Local diversity (pp. 113–134). New York: Psychology Press.

    Google Scholar 

  • Barnhardt, R., & Kawagley, O. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology and Education Quarterly, 36(1), 8–23.

    Article  Google Scholar 

  • Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: a literature review with recommendations. Ottawa: Indian and Northern Affairs Canada.

    Google Scholar 

  • Begay, S., Dick, G. S., Estell, D. W., Estell, J., McCarty, T. L., & Sells, A. (2013). Change from the inside out: a story of transformation in a Navajo community school. Bilingual Research Journal, 19(1), 121–139.

    Article  Google Scholar 

  • Benally, H. (1994). Navajo philosophy of learning and pedagogy. Journal of Navajo Education, XII(1), 23–31.

    Google Scholar 

  • Boyer, P. (2006). Building community: reforming math and science education in rural schools: a report on the National Science Foundation’s Rural Systemic Initiative. Alaska Native Knowledge Network, Center for Cross-Cultural Studies, University of Alaska Fairbanks, Fairbanks, AK.

    Google Scholar 

  • Chen, C., Kyle, D. W., & McIntyre, M. (2008). Helping teachers work effectively with English language learners and their families. The School Community Journal, 18(1), 7–20.

    Google Scholar 

  • Deyhle, D. (1992). Constructing failure and maintaining cultural identity: Navajo and Ute School leavers. Journal of American Indian Education, 32(2), 24–47.

    Google Scholar 

  • Haig-Brown, C., & Dannenmann, K. (2008). The land is the first teacher: the Indigenous knowledge instructors’ program. In Z. Bekerman & E. Kopelowitz (Eds.), Cultural education-cultural sustainability: minority diaspora, indigenous, and ethno-religious groups in multicultural societies (pp. 245–266). New York: Routledge.

    Google Scholar 

  • Heavy Runner, I., & De Celles, R. (2002). Family education model: meeting the student retention challenge. Journal of American Indian Education, 41(2), 29–37.

    Google Scholar 

  • Holm, W. (2006). The “goodness” of bilingual education for Native American children. In T. L. McCarty & O. Zepeda (Eds.), One voice, many voices: recreating indigenous language communities (pp. 1–46). Tempe: Arizona State University Center for Indian Education.

    Google Scholar 

  • Kana’iaupuni, S., Ledward, B., & Jensen, U. (2010). Culture-based education and its relationship to student outcomes. Honolulu: Kamehameha Schools Research and Evaluation.

    Google Scholar 

  • Kelchtermans, G., & Ballet, K. (2002). Micropolitical literacy: reconstructing a neglected dimension in teacher development. International Journal of Teacher Research, 37(8), 755–767.

    Google Scholar 

  • Landry, A. (2015) Importance of language: grassroots efforts to revitalize the diné language. Indian Country Today, November 4. Retrieved from http://indiancountrytodaymedianetwork.com

  • Lockard, L. (2000). Language revitalization in Navajo/English dual language classrooms. NABE News, February.

    Google Scholar 

  • Lockard, L., & deGroat, J. (2010). He said it all in Navajo! Indigenous language immersion in Early Childhood Education. International Journal of Multicultural Education, 12(2), 1–14.

    Article  Google Scholar 

  • Lockard, L., & deGroat, J. (2014). A history of the Navajo head start immersion project. In P. McCardle & V. Berniger (Eds.), Narrowing the achievement gap for native American students: paying the educational debt. New York: Routledge.

    Google Scholar 

  • Lockard, L., deGroat, J., & Bedonie, C. (2003). Learn in beauty: a professional development project for Navajo bilingual teachers. Paper presented at the Annual Conference of the National Association of Bilingual Education, New Orleans, LA, January 29–February 1, 2003.

    Google Scholar 

  • Lockard, L., & Hale, V. (2013). The Diné Dual Language Professional Development Project. In J. Reyhner, J. Martin, L. Lockard & W. S. Gilbert (Eds.), Honoring our children: culturally appropriate approaches for teaching indigenous students. Flagstaff: Northern Arizona University.

    Google Scholar 

  • May, S., Hill, R., & Tiakiwai, S. (2004). Bilingual/immersion education: indicators of good practice. Final report to the New Zealand Ministry of Education. Wellington: New Zealand Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/schooling/5079.

    Google Scholar 

  • McCarty, T. L. (2003). Revitalizing indigenous languages in homogenizing times. Comparative Education, 39, 147–163.

    Article  Google Scholar 

  • McCarty, T. L., & Nicholas, S. E. (2014). Reclaiming indigenous languages: a reconsideration of the roles and responsibilities of schools. Review of Research in Education, 38, 106–136.

    Article  Google Scholar 

  • Moll, L. C., & González, N. (2004). Engaging life: a funds of knowledge approach to multicultural education. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education. 2nd ed. (pp. 699–715). San Francisco: Jossey-Bass.

    Google Scholar 

  • Navajo Nation Department of Diné Education. (2003). The diné nation teacher education initiative and SITE. Window Rock: Author.

    Google Scholar 

  • Navajo Nation Division of Diné Education (1984). Navajo Nation education policies 10 § NNC 111. Window Rock: Author.

    Google Scholar 

  • Nelson-Barber, S., & Lipka, J. (2008). Rethinking the case for culture-based curriculum. Conditions that support improved mathematics performance in diverse classrooms. In M. E. Brisk (Ed.), Language, culture and community in teacher education (pp. 99–126). New York: Lawrence Erlbaum Assoc.

    Google Scholar 

  • Nelson-Barber, S., & Trumbull, E. (2015). The common core initiative, educational outcomes and American Indian/Alaska native students: observations and recommendations. The Center on Standards and Assessment Implementation.

    Google Scholar 

  • Reyhner, J. (2003). Native language immersion. In J. Reyhner, O. Trujillo, R. Carrasco & L. Lockard (Eds.), Nurturing native languages (pp. 1–6). Flagstaff: Northern Arizona University.

    Google Scholar 

  • Reyhner, J. (2006). Education and language restoration. Philadelphia: Chelsea House.

    Google Scholar 

  • Reyhner, J., & Hurtado, D. (2008). Reading first, literacy and American Indian/Alaska native students. Journal of American Indian Education, 47(1), 82–95.

    Google Scholar 

  • Rosier, P., & Holm, W. (1980). Bilingual education series: 8; The rock point experience: a longitudinal study of a Navajo school program (saad naaki bee na’nitin). Washington: Center for Applied Linguistics.

    Google Scholar 

  • Rude, H., & Gorman, R. (1996). Navajo nation teacher education initiative. [Unpublished report]. Retrieved from https://eric.ed.gov/?id=ED394753.

  • Seidman, I. (2006). Interviewing as qualitative research: a guide for researchers in education and the social sciences. New York: Teachers College Press.

    Google Scholar 

  • Styres, S., & Zinga, D. (2013). The community-first land-centered theoretical framework: bringing a ‘Good Mind’ to Indigenous education research. Canadian Journal of Education, 36(2), 284–313.

    Google Scholar 

  • Tedick, D. J., Christian, D. & Fortune, T. W. (Eds.) (2011). Immersion education: practices, policies, possibilities. Bristol: Multilingual Matters.

    Google Scholar 

  • Trinidad, A. (2011). Sociopolitical development through Critical Indigenous Pedagogy of Place: preparing Native Hawaiian young adults to become change agents. Hulili: Multidisciplinary Research on Hawaiian Well-Being, 7, 185–221.

    Google Scholar 

  • Trinidad, A. (2012). Critical Indigenous pedagogy of place: a framework to Indigenize a youth food justice movement. Journal of Indigenous Social Development, 1(1), 1–17.

    Google Scholar 

  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.

    Article  Google Scholar 

  • Wilson, S. (2003). Reclaiming Indian Education through partnerships with engaged institutions. In D. T. Williams (Ed.), Engaged institutions: impacting the lives of vulnerable youth through place based learning (pp. 39–52). Washington: Rural School and Community Trust.

    Google Scholar 

  • Wilson, W. H., & Kamana, K. (2011). Insights from indigenous language immersion in Hawai’i. In D. J. Tedick, D. Christian & T. W. Fortune (Eds.), Immersion education: practices, policies, possibilities (pp. 36–57). Bristol: Multilingual Matters.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Center for Diné (Bilingual) Teacher Education, Diné College, Tsaile, Arizona, USA

    Velma M. Hale

  2. Bilingual/Multicultural Education, Northern Arizona University, Flagstaff, Arizona, USA

    Louise Lockard

Authors
  1. Velma M. Hale
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Louise Lockard
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Velma M. Hale .

Editor information

Editors and Affiliations

  1. Sch of Exercise Sci, Physical & Ed, University of Victoria, Victoria, British Columbia, Canada

    Paul Whitinui

  2. Indigneous Education, University of Victoria, Victoria, British Columbia, Canada

    Carmen Rodriguez de France

  3. Indigenous Education, University of Victoria, Victoria, British Columbia, Canada

    Onowa McIvor

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Hale, V.M., Lockard, L. (2018). Diving into the Language Work: Preparing Teachers for the Diné Language Classroom. In: Whitinui, P., Rodriguez de France, C., McIvor, O. (eds) Promising Practices in Indigenous Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-6400-5_12

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-6400-5_12

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-6399-2

  • Online ISBN: 978-981-10-6400-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation