The comparison of reading comprehension using dual language, full immersion, and sheltered English immersion instructional programs for Navajo students.

摘要

This study considers the tribal, state government, and federal policies of the Navajo (Dine') people to achieve full sovereignty rights as participants in a democratic society. In particular, Arizona Proposition 203 English only mandate greatly affects the academic language proficiency and literacy development of students who speak English as their second language, known as language minority learners; or as it relates to Prop 203, students known as English Language Learners. Currently, the policy regulates the mode of language acquisition allowable in the public schools for language minority students as a way to require the use of one language, English, regardless of the cultural and environment background of students.;The findings reveal the importance of gaining reading skills for academic English levels as the core essence of long term goals for language minority student, rather than be immersed in English for conversational English needs for the short term. Native American students need to be able to speak, read, write, and comprehend at high levels of English, with equal levels of learning and using their native language to understand, thus be able to build underlying concepts and linguistics. The Arizona Prop 203 English only mandate has made great investments to advance students to higher levels of English language proficiencies, yet, as the data's indicate, the two instructional programs are similar in achieving reading comprehension levels. In addition, the public schools use third grade student achievement levels as the benchmark of being on-grade with necessary reading fluency skills to proceed to the higher grades. The Dual language and the Full immersion instructional programs showed no significant difference in their reading fluency scores compared to the instructional programs of the Sheltered English immersion program. The study concludes for implications and recommendations for future language and curriculum policies for language minority students in the state of Arizona.;Quantitative research methodologies were utilized to analyze reading gains in the instructional programs of the Sheltered English immersion program (SEI), the Dual language bilingual education program (DL), and the Full immersion bilingual education program (FI). The methodologies contribute to students' academic and linguistic development in English and Navajo language, using a quasi-experimental design. Several instruments measured students' performance; the Arizona Instrument to Measure Standards (AIMS); the Diagnostic Instructional Basal Educational Language (DIBELS); and a Curriculum Based Measurement (CBM).