Engligh Paper
707803
1.docxTOPIC : Evaluate the benefits of Indian educational programs that support heritage language proficiency through bilingual or immersion programs, such as the Salish School of Spokane.
compose an annotated bibliography credible and current sources in MLA format, (including a citation and a paragraph summarizing information relevant to your topic from each source)
only can find the bibliography in the https://www.udayton.edu/libraries/ use the category or databases
Need change:
1. In Laukaitis, “Fall2005, Vol. 32 Issue 2 (2005):139-144” should be 32.2(2005):139-144. You also need to add the database title. Some correction is also needed for the second citation, and the database is also needed. (#3 &5)
2. Please standardize capitalization in the citation, and add the missing database title. I am not sure what “gathering” refers to here. The statement that “Members had abnormal amounts of seen dialect imperativeness coming about because…” is also unclear, and needs to be restated.(#6 citation)
3. Add 2 more resourse ( must be Bibliography or the journal, and each explaination need 70-100 words)
4. Check the formate of each citation
5. be sure each citation are following the “hanging indent “ format
1.ASD. "Arizona State Dept. of Public Instruction, Phoenix, Div. of Indian Education : Arizona Johnson-O’Malley State educational Plan, Pursuant to P.L 93-638 and ARS 15-1161." Arizona Indian Education Association, Phoenix - (ED137022) (1976): 39.
Prepared, courtesy of the Arizona Indian Association, the publication is made up of the O’Malley State Educational plan in accordance with the public law of 93-638. The publication identifies the programs and policies that have been implemented to encourage language heritage through the school’s curriculum to include native languages. The significance is given to the education programs that been successfully implemented such as, the creation of immersion schools in Arizona to promote the Indian-American cultural heritage.
This publication introduces the concept of language revitalization in the context of the cultural heritage of the endangered Indian Americans. Most importantly, the focus is given to the education programs initiated in North America to encourage language revitalization. However, the authors dissect how far bilingual programs have aided the resuscitation of the Indian-American heritage. Notably, the authors find the need to introduce more immersion camps and schools to compliment this fight.
3. Laukaitis, John J. "Relocation and urbanization: an educational history of the American indian experience in Chicago, 1952-1972 ." American Educational History Journal. Fall2005, Vol. 32 Issue 2 (2005): 139-144.
Basically, the journal article dissects the history of American Indians in Chicago, Illinois in terms educational programs from the year 1952 to 1972. The article discusses the benefits of these programs to the native community and how they have aided in the efforts of language revitalisation by discovering the lost language heritage. Notably, the article identifies that immersion camps and schools have played a wider role in encouraging language heritage since the time the American Indians in Chicago began being endangered. Ideally, the objective of immersion schools is stated as to be a support of the language revitalisation.
4. Lindholm-Leary, Kathryn J. "Dual language education. Vol. 28. ." Multilingual Matters (2001).
In this publication, the author observes that bilingual dialect training is a system that consolidates dialect minority and dialect lion's share understudies for guideline through two dialects. This book gives the calculated foundation to the project and talks about significant usage issues. Research discoveries outline dialect capability and accomplishment results from 8000 understudies at 20 schools, alongside educator and guardian mentalities involved in educational programs aimed at supporting language heritage.
5. Sachs, S. M. "Indian and Indigenous Developments (Spring 2010)." Indigenous Policy Journal, 21(1) (2010): 96-112.
Sachs, in this publication, initiates a discussion on the reasons why the native American in the south has faced extinction while providing a critique of the programs that have been put by the governments to rescue this rich cultural heritage. He observes that a lot of efforts have been initiated to include the Native American languages in the school curriculums although without a formal framework. Additionally, the author analyzes the benefits of the immersion schools in the south with regard to the revitalization of the native’s languages.
6. Tse, Lucy. "Resisting and reversing language shift: Heritage-language resilience among US native biliterates ." Harvard Educational Review 71.4 (2001): 676-709.
In this article, Lucy Tse inspects the encounters of one gathering of U.S. local bilinguals who have figured out how to grow large amounts of education in both English and their home dialect. This special gathering has challenged the run of the mill design among U.S. minority dialect speakers of losing the home dialect while learning English. The outcomes demonstrate that bilingual’s advancement is supported by the concurrence of two arrangements of variables identified with a) dialect essentialness and b) proficiency environment and encounters. Members had abnormal amounts of seen dialect imperativeness coming about because of the parental, institutional, and associate bolster, which helped in their arrangement of a social character comprehensive of their legacy dialect and society.
