| Navajo self-identify is partially defined through the native language. Many Navajo children are classified as English Language Learners (ELL) and are taught English proficiency with conservative instructional methodologies not yet proven to be effective. Effective instructional strategies, based in situated learning theory, must be created to aid NA-ELLs in their reading comprehension. After a strategy which incorporated explicit instruction, non-linguistic representation, and social integration, a case study was conducted with fourteen middle-school Navajo students. The students developed reading by means of explicit instruction which concentrated on five reading skills, and social integration through dialogue with each other. A mixed-method approach was used. Student skills were assessed by the pre/post assessment scores of the Arizona English Language Assessment (AZELLA). In addition, a pre/post survey was administered and measured using a paired sample t-test. All of these data were analyzed quantitatively. Also, students were interviewed and each completed five different graphic organizers, which were analyzed qualitatively. Overall results indicate that the strategies of explicit teaching and social integration did effectively help students improve their English language skills. In addition, this study promotes the importance of culturally responsive curriculum to aid in the development of English language skills for Native American students. |
