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NIHI NAAT’AANII CHIEF MANUELITONIHI NAAT’AANII CHIEF MANUELITO
“Shik’47, shidine’4, a[tah 11s88[g00…h1adida l4i’
nihizaad, nihisodizin, 1d0one’4 niidl7n7g77 d00 nihe’1’1l’8 nihi[ ch’aaw0le’
sha’1[ch7n7, hosidool98’j8’, sidoo[dee’j8…”
"My grandchild, education is the ladder.
Tell our children to take it."
“Shik’47, shidine’4, a[tah 11s88[g00…h1adida l4i’
nihizaad, nihisodizin, 1d0one’4 niidl7n7g77 d00 nihe’1’1l’8 nihi[ ch’aaw0le’
sha’1[ch7n7, hosidool98’j8’, sidoo[dee’j8…”
"My grandchild, education is the ladder.
Tell our children to take it."
We are the Holy People of the Earth. We are created and placed between our Mother Earth and Father Sky. Our home, the Four Sacred Mountains, with the entrance to the East, embodies our Way of Life. It provides strength and peace within us.
Spirituality, intellect, planning, and life have been instilled within us; through these attributes we attain knowledge and wisdom. We shall combine the best learning and knowledge of other societies with that of our own for the benefit of our future.
With that, our children will talk with beauty before them, beauty behind them, beauty beneath them, beauty above them, beauty around them, and will always be respectful and live in harmony with natural law. Our children will go forth in life endowed with what is required to achieve their ultimate aspirations.
We are the Holy People of the Earth. We are created and placed between our Mother Earth and Father Sky. Our home, the Four Sacred Mountains, with the entrance to the East, embodies our Way of Life. It provides strength and peace within us.
Spirituality, intellect, planning, and life have been instilled within us; through these attributes we attain knowledge and wisdom. We shall combine the best learning and knowledge of other societies with that of our own for the benefit of our future.
With that, our children will talk with beauty before them, beauty behind them, beauty beneath them, beauty above them, beauty around them, and will always be respectful and live in harmony with natural law. Our children will go forth in life endowed with what is required to achieve their ultimate aspirations.
Overall Dine Education Philosophy
Overall Dine Education Philosophy
Window Rock Unified School District
Window Rock Unified School District
Mission:We exist to ensure relevant
learning forall students to be successful
in a multicultural society.Vision:
We will be an exemplary student centered
organization,reflecting the Din4 values of
life-long learning.
Mission:We exist to ensure relevant
learning forall students to be successful
in a multicultural society.Vision:
We will be an exemplary student centered
organization,reflecting the Din4 values of
life-long learning.
TDB’s goalTDB’s goal
The main goal of the Ts4hootsooi Din4 Bi’olta’
is to revitalize and maintain the Din4
language among school age children within the
communities of the Window Rock Unified School District serves.
The main goal of the Ts4hootsooi Din4 Bi’olta’
is to revitalize and maintain the Din4
language among school age children within the
communities of the Window Rock Unified School District serves.
Problem statement Problem statement
Navajo society - there are some families who continue to instill the importance of heritage language and culture. And then there are those who choose not to, or who are not capable of doing so due to the lack of knowledge to share such teachings.
Navajo society - there are some families who continue to instill the importance of heritage language and culture. And then there are those who choose not to, or who are not capable of doing so due to the lack of knowledge to share such teachings.
education system - As a child starts school the responsibilities and rigor of the education system begins. In some cases, the education system will focus only on western education and academia. In other cases, the education system has included heritage language and culture either as a special area class or as an elective.
education system - As a child starts school the responsibilities and rigor of the education system begins. In some cases, the education system will focus only on western education and academia. In other cases, the education system has included heritage language and culture either as a special area class or as an elective.
language shift at Tsehootsooi Dine Bi’olta’. - First few years, majority of students speaking Dine (more detailed).- Students shied away from speaking the dine language.
language shift at Tsehootsooi Dine Bi’olta’. - First few years, majority of students speaking Dine (more detailed).- Students shied away from speaking the dine language.
Do their attitudes’ and perspectives perpetuate or inhibit cultural integration at school that hinders
the process of learning and speaking the Dine language?
Do their attitudes’ and perspectives perpetuate or inhibit cultural integration at school that hinders
the process of learning and speaking the Dine language?
The decrease in Dine language acquisition has prompted me to examine parents’ attitudes toward cultural integration at our Navajo
language immersion school.
The decrease in Dine language acquisition has prompted me to examine parents’ attitudes toward cultural integration at our Navajo
language immersion school.
Purpose StatementPurpose Statement
The purpose of this research is to examine parents’ attitudes toward cultural integration using a Navajo Language Immersion school.
The purpose of this research is to examine parents’ attitudes toward cultural integration using a Navajo Language Immersion school.
Parents’ attitudes toward cultural integration in a Navajo Language Immersion School will be
examined through the following questions are:
Parents’ attitudes toward cultural integration in a Navajo Language Immersion School will be
examined through the following questions are: To what extent do parents believe Navajo should be the
sole language used in the school? Are there differences in parents’ attitudes by the use of
Navajo language in the home? Are there differences in parents’ attitudes by the use and
practice of cultural traditions (i.e. consultation of medicine men/women, belief in cultural values and teachings, practice of rituals related to milestones in life)?
Are there differences in parents’ attitudes toward cultural integration at a certain child’s grade level (is there a difference in support of parent attitudes’ towards cultural integration from elementary to middle school levels?)?
To what extent do parents believe Navajo should be the sole language used in the school?
Are there differences in parents’ attitudes by the use of Navajo language in the home?
Are there differences in parents’ attitudes by the use and practice of cultural traditions (i.e. consultation of medicine men/women, belief in cultural values and teachings, practice of rituals related to milestones in life)?
Are there differences in parents’ attitudes toward cultural integration at a certain child’s grade level (is there a difference in support of parent attitudes’ towards cultural integration from elementary to middle school levels?)?
Research states:Research states: Heritage languages are declining. Heritage language and cultures are carriers of each
other. When a heritage language and culture dies, so does
its’ people. Heritage language and culture separates native
Americans from the western society. Successful immersion programs are supported by
parents strong desire and need to revitalize and maintain their heritage language and cultures.
Heritage languages are declining. Heritage language and cultures are carriers of each
other. When a heritage language and culture dies, so does
its’ people. Heritage language and culture separates native
Americans from the western society. Successful immersion programs are supported by
parents strong desire and need to revitalize and maintain their heritage language and cultures.
Methodology:Methodology:
Quantitative Study Sampling Procedures Instrumentation Data Collection Procedures Data Analysis (In Progress) Limitations Findings (In Progress)
Quantitative Study Sampling Procedures Instrumentation Data Collection Procedures Data Analysis (In Progress) Limitations Findings (In Progress)
Conclusion Conclusion As educators, parents and members of the Navajo Nation, we are
always looking for ways to better the education system and Navajo Nation for the sake of our children. We teach them to strive for the very best. We want them to be successful in the Western and Navajo Societies.
The findings from this study will allow to understand parents’ attitudes toward cultural integration in a Navajo Language Immersion School which will help us bridge the gap between the western education system and Navajo language and culture.
The results will help Arizona and Navajo Nation educators understand parents’ perspectives to implement culture not only in immersion schools, but all schools across the Navajo Nation.
As educators, parents and members of the Navajo Nation, we are always looking for ways to better the education system and Navajo Nation for the sake of our children. We teach them to strive for the very best. We want them to be successful in the Western and Navajo Societies.
The findings from this study will allow to understand parents’ attitudes toward cultural integration in a Navajo Language Immersion School which will help us bridge the gap between the western education system and Navajo language and culture.
The results will help Arizona and Navajo Nation educators understand parents’ perspectives to implement culture not only in immersion schools, but all schools across the Navajo Nation.