Diné language and English language instruction in Navajo Nation

Cardinal Scholar

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dc.contributor.advisor Jones, Darolyn
dc.contributor.author Zimmer, Morgen
dc.date.accessioned 2016-09-08T18:36:55Z
dc.date.available 2016-09-08T18:36:55Z
dc.date.issued 2016-05
dc.identifier.other A-376
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/200483
dc.description.abstract Language is the ever-changing, complex cord that ties people together. For human beings, there is no escaping it. The ways humans speak and communicate create a collective identity, feeling of comraderie, and security. As a white, English-speaking American teacher going into Navajo Nation to teach math and Language Arts in Spring 2016, I sought out relationships and experiences that would define for me the character of Navajo language. In school, I also sought to define the expectations placed on students for English Language Arts achievement. In looking at these two components of my students' daily lives and identities: their native, cultural language and the Common Core Language Arts standards, I found that there exists a dissonance or a gap between the two. The following chronicles my experiences, insights, and instructional strategies to combat the achievement gap as I lived and worked in Navajo Nation. en_US
dc.description.sponsorship Honors College
dc.subject.lcsh Language and languages.
dc.title Diné language and English language instruction in Navajo Nation en_US
dc.type Undergraduate senior honors thesis.
dc.description.degree Thesis (B.?) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/uhtbin/catkey/1812911


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  • Undergraduate Honors Theses [5596]
    Honors theses submitted to the Honors College by Ball State University undergraduate students in partial fulfillment of degree requirements.

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