Abstract
Data from three well-documented American Indian language immersion programs (teaching Navajo, Hawaiian, and Keres) and from an ongoing large comparative study of language shift/retention in six Indian school-community sites suggest that immersion schooling can serve the dual roles of promoting students' school success and revitalizing endangered indigenous languages. The author draws from a series of qualitative and quantitative studies.
Topics
Native American and Alaska Native Children
Heritage and Indigenous Language Programs
Case Studies