Using Dual-Language Books to Preserve Language & Culture in Alaska Native Communities

“Children learn their language on their mother’s lap.” This conventional wisdom from a Cup’ik Elder describes the approach used by many Alaska Native peoples to promote native language acquisition. Presumably, the children learn by listening to stories and tales from a trusted parent or caregiver. However, what happens when the caregiver does not speak the native language? This chapter describes an effort to address this issue while also promoting better educational outcomes by providing access to diverse dual-language books in Alaska Native languages through the use of a digital children’s library. Potential benefits from these efforts include an increase in resources for schools, a revitalization of Indigenous languages, and an increase in access, with hopes that future work will show evidence that using these dual-language books encourage greater parent support and involvement in education, support second language acquisition, and promote a strong sense of identity. Implications and future efforts follow.Ye

Qual é o propósito? Percepções de educadores e o uso de uma avaliação

Educator’s perceptions and use of a state-mandated kindergarten entry assessment (KEA), the Alaska Developmental Profile (ADP), were investigated using a mixed-methods approach with 233 educators representing 23 districts in the state of Alaska. Educators reported inconsistencies in the administration, implementation, perceptions, and use of the ADP. These inconsistencies were connected to an unclear understanding of the purpose for the ADP, a finding that most likely reflects the compliance model of those administering state-mandated assessments instead of educators seeing these tools as useful for instructional decision-making. Results suggest policy makers should strive to ensure all stakeholders have a clear understanding of the purpose for a state-mandated KEA and that systems are in place to ensure reliability and validity of the data. Teachers are urged to become familiar in using formative, observation-based assessment approaches and consider how data gathered from a KEA can provide meaningful information for instructional planning. Administrators are encouraged to provide the professional development and support needed to engage in data-driven decision making. And finally, researchers are reminded of their role in helping conduct research that examines the processes and impact of state-mandated assessments.Percepciones del maestro y el uso de una evaluación de entrada para el jardín de infancia mandada por el estado (KEA) solicitada por el Estado, el Alaska Developmental Profile (ADP) fueron encuestados usando un enfoque enfoque mixto con 233 educadores representando a 23 distritos en el estado de Alaska. Los educadores relataron inconsistencias en la administración, implementación, percepciones y uso del ADP. Estas inconsistencias estaban conectados a una comprensión clara de la finalidad de la ADP, encontrando que probablemente refleja el modelo de cumplimiento de los que administran comentarios ordenados por el estado, en lugar de los educadores consideran estas útiles herramientas para la toma de decisiones de instrucción. Los resultados sugieren que los responsables políticos deben esforzarse para asegurar que todos los interesados tengan una comprensión clara de la finalidad de un KEA requerido por el estado y que los sistemas están en su lugar para asegurar la fiabilidad y validez de los datos. Los maestros se les anima a familiarizarse con el uso de enfoques de evaluación formativa y en base a la observación y considerar cómo los datos recogidos de un KEA pueden proporcionar información útil para la planificación de la instrucción. Se alienta a los administradores a proporcionar el desarrollo profesional y el soporte necesario para involucrarse en la toma de decisiones basada en datos. Y, por último, los investigadores se les recuerda su papel en ayudar a realizar investigaciones para examinar los procesos y el impacto de las evaluaciones requeridas por el estado.As percepções do educador e o uso de uma avaliação de entrada no jardim de infância (KEA) solicitada pelo estado, o Alaska Developmental Profile (ADP), foram pesquisados usando uma abordagem de abordagem mista com 233 educadores representando 23 distritos no estado do Alasca. Educadores relataram inconsistências na administração, implementação, percepções e uso do ADP. Essas inconsistências estavam conectadas a uma compreensão pouco clara do propósito do ADP, ao descobrir que provavelmente reflete o modelo de conformidade daqueles que administram avaliações ordenadas pelo estado, em vez de os educadores considerarem essas ferramentas úteis para a tomada de decisões instrucionais. Os resultados sugerem que os formuladores de políticas devem se esforçar para garantir que todas as partes interessadas tenham uma compreensão clara da finalidade de uma KEA exigida pelo estado e que os sistemas estejam implementados para garantir a confiabilidade e a validade dos dados. Os professores são encorajados a se familiarizarem com o uso de abordagens de avaliação formativa e baseada em observação e consideram como os dados coletados de um KEA podem fornecer informações significativas para o planejamento instrucional. Os administradores são encorajados a fornecer o desenvolvimento profissional e o suporte necessário para se envolver na tomada de decisão baseada em dados. Finalmente, os pesquisadores são lembrados de seu papel em ajudar a conduzir pesquisas que examinem os processos e o impacto das avaliações exigidas pelo estado

Hearing Their Voices: Examining Teacher Perceptions During the Implementation of an Instructional Policy

The purpose of this study is to share teachers' perceptions of their and other stakeholders' roles and influence during the implementation of an instructional policy, the Targeted Reading Intervention (TRI), and its success. The TRI is a professional development (PD) program that uses a diagnostic reading model, a suggested set of reading activities, and web-based coaching to help classroom teachers deliver one-on-one instruction to struggling readers in rural, low-wealth schools in kindergarten through second grade. The desired outcome for the TRI is that it will improve teacher classroom practices and in turn, positively affect student achievement. However, in order for a change to occur, consideration must also be directed towards those involved in the implementation for, What is actually delivered or provided under the aegis of a policy depends finally on the individual at the end of the line... (McLaughlin, 1987, p.174). Using data collected primarily through semi-structured interviews, this qualitative study drew from both traditional and critical policy theories and analysis to determine the teachers' perceptions of their role in policy implementation, what influence they believed they and other stakeholders may have had during implementation, and if and how they perceived the instructional policy to be successful. Results indicated teachers felt they had no voice in the creation of much policy and were often overburdened with implementing an enormous number of new instructional policies at once. However, when it came to implementing the TRI instructional policy, teachers felt differently, citing the high level of support, immediate student-centered results, and opportunities to make their own instructional decisions. Teachers' perceptions of success revolved primarily around students' achievement scores and their levels of motivation, confidence, and independence; they also cited growth in their own practice as a sign of the TRI's success. These results serve as a reminder to policy-makers that in order for an instructional policy to be successful, it should include capacity-building and relationship-building efforts that lead to change, empower teachers, and validate their influence.Doctor of Philosoph

Supporting native languages & encouraging early literacy with children's books

In April of 2014, the President of the National Alliance to Save Native Languages provided testimony to the U.S. House on the need to support programs that help meet the linguistically unique educational needs of Native students while also preserving, revitalizing, and using these students’ native languages. These educational needs are especially prominent in Alaska, as Native students currently have lower rates in literacy achievement (Sparks, 2012; ISER, 2009) and higher rates of high school dropouts (Alaska Dept. of Education, 2011) than any other group of students. However, the need to preserve their native languages might be even greater, for the average Alaska Native tongue has fewer than 1,000 speakers, the majority of whom are over the age of 70 (Twitchell, reported in Kelly, 2014), a trend not likely to change when only two of the twenty languages in use in Alaska are being picked up by younger generations (Verdugo, 2006) and all but one are listed as declining (ANLPAC, 2014). To combat both issues, we are working on a project that provides dozens of children’s books to families, children, and teachers in Alaska Native languages through the use of a free digital library with translated texts, as delivered through UniteForLiteracy.com. This approach was formulated based on recommendations from the Alaska Native Language Preservation and Advisory Council, who suggested the best method to reinforce Alaska Native languages and culture was to promote whole family learning and speaking, which is best fostered in learning opportunities that focus on early childhood language acquisition (2014). Additionally, we kept in mind research that suggests one of the best indictors of children’s success in school is related to how much they have been read to (Kern & Friedman, 2009). Attention was also paid to recommendations from the National Assessment of Educational Progress, who indicated that the number of books in the child’s home and the frequency with which they read was also related to higher test scores (U.S. Department of Education, 2013). While results from this project are still forthcoming, the aim of this presentation is to share our approach, implementation efforts, and resulting artifacts and anecdotal records. There is no reason that these efforts have to be limited to Alaska Native languages and thus our hope is that others interested in language conservation see this is a viable option for preserving and promoting their native language while also increasing educational outcomes for students. Citations: Alaska Department of Education (2011). Statistics & Reports (Data file). Retrieved from http://education.alaska.gov/Stats/ ANLPAC (Alaska Native Language Preservation and Advisory Council). (2014, July). Alaska Native Language Preservation and Advisory Council: Report to the Governor and Legislature, Juneau, AK: Evans Smith, A., Counceller, A.G.L., Churchill, D., Alvanna-Stimpfle, B.Y., Charles, W. Institute of Social and Economic Research (ISER). (2009). Kids Count Alaska, 2009/2010. Anchorage, AK: Hanna, V., Schreiner, I., DeRoche, P., Ikatova, I., & Trimble, E. Kern, M.L. & Friedman, H.S. (2008). Early educational milestones as predictors of lifelong academic achievement, midlife adjustment, and longevity. Journal of Applied Developmental Psychology, 30(4), 419-430. Twitchell, L. (2014), as quoted by Kelly, C. (2014, February 18). Supporters cheer Alaska Native languages bill. Message posted to KTOO News. http://www.ktoo.org/2014/02/18/supporters-cheer-alaska-native-languages-bill/ Sparks, S. (2012, July 3). NAEP Scores Still Stalled for Native American Students. Education Week, 31(36). U.S. Department of Education, Institute of Education Sciences, National Center for Educational Statistics, National Assessment of Educational Progress (NAEP) 2013 Reading Assessment. Verdugo, R.R. The Invisible Minority: The Education of the American Indian Population. Paper presented at the annual meeting of the American Sociological Association, Montreal, Canada. (As referenced in National Education Association. (2006, September). Focus on American Indians/Alaska Natives, Endangered Indian Languages. As retrieved from http://www.nea.org/assets/docs/HE/mf_aianfocus06.pdf

Models of Resistance: Novice Teachers Negotiating Barriers to Best Practice

The purpose of this study was to examine how graduates from three teacher education programs made decisions regarding literacy instruction and assessment as well as the extent to which they were able to implement practices learned in their education programs. Participants were interviewed and observed multiple times, and a variety of documents, such as lesson plans, assessments, and journal prompts, were collected. Data were analyzed using the constant comparative method and Bourdieu’s concepts of field, capital, and habitus. Although the participants initially accepted the existing practices of their schools, they later implemented concepts learned in their education programs. The ways in which they resisted the barriers they faced included resistance with conflict, resistance with an attitude, resistance with relationship, and resistance by making a change

Mind the Gap…Mind the Chasm : exploring inclusion and equity in Alaska's education system

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Genome-wide mapping reveals conserved and diverged R-loop activities in the unusual genetic landscape of the African trypanosome genome

R-loops are stable RNA–DNA hybrids that have been implicated in transcription initiation and termination, as well as in telomere maintenance, chromatin formation, and genome replication and instability. RNA Polymerase (Pol) II transcription in the protozoan parasite Trypanosoma brucei is highly unusual: virtually all genes are co-transcribed from multigene transcription units, with mRNAs generated by linked trans-splicing and polyadenylation, and transcription initiation sites display no conserved promoter motifs. Here, we describe the genome-wide distribution of R-loops in wild type mammal-infective T. brucei and in mutants lacking RNase H1, revealing both conserved and diverged functions. Conserved localization was found at centromeres, rRNA genes and retrotransposon-associated genes. RNA Pol II transcription initiation sites also displayed R-loops, suggesting a broadly conserved role despite the lack of promoter conservation or transcription initiation regulation. However, the most abundant sites of R-loop enrichment were within the regions between coding sequences of the multigene transcription units, where the hybrids coincide with sites of polyadenylation and nucleosome-depletion. Thus, instead of functioning in transcription termination the most widespread localization of R-loops in T. brucei suggests a novel correlation with pre-mRNA processing. Finally, we find little evidence for correlation between R-loop localization and mapped sites of DNA replication initiation

Unite For Literacy: Bringing Books in Cup'ik, Tlingit, and Inupiaq to Kids Everywhere

Kathryn Ohle discusses her research in early childhood education and her work with Unite For Literacy. Her project, to promote early literacy and language preservation, seeks to provide bilingual children's books in Alaska Native languages, online and in print, to families, children, and teachers. Kathryn Ohle is associate professor in Early Childhood Education, COE at UAA. She is the recipient of a Selkregg Award, a CCEL grant

Early Childhood Teachers' Use of Dual Language Digital Books

This qualitative study investigated how dual language digital books are used by early childhood teachers working with primarily Alaska Native children and families. In particular, there was a desire to know how the teachers used the books in their classrooms and if the resources were used to foster early literacy and/or to help teach and preserve native languages. The research was situated in six preschool classrooms where the researcher observed the teachers using the books and conducted semi-structured interviews to triangulate the data. Using a qualitative approach to analysis, findings emerged that teachers used the books to introduce in a variety of group settings. Additionally, how they used the books appeared to be in direct response to their students and their needs. Implications for teachers, families, and administrators are shared

Early Childhood Teachers’ Use of Dual Language Digital Books in Alaskan Communities

This qualitative study investigated how dual language digital books are used by early childhood teachers working with primarily Alaska Native children and families. In particular, there was a desire to know how the teachers used the dual language digital books in their classrooms and if the resources were used to foster early literacy and/or to help teach and preserve native languages. The research was situated in six preschool classrooms where researchers observed the teachers using the books and conducted semi-structured interviews to triangulate the data. Using a qualitative approach to analysis, findings emerged that teachers used the books to introduce specific content or concepts, to emphasize home languages, and to reinforce early literacy skills using both whole group instruction and independent exploration time.  Additionally, how they used the books appeared to be in direct response to their students and their needs. Implications for teachers, families, and administrators are shared