Seeking Native American Languages Grant Reviewers

The Department of Education, Office of Indian Education is soliciting highly qualified individuals to assist in the review process for one discretionary grant competition for 2017. This includes: Native American Language Grants (NAL), https://https://www2.ed.gov/programs/nal/index.html. Electronic review is tentatively scheduled in early July, 2017. The purposes of the NAL@ED program are to: (1) Support schools that use Native American and Alaska Native languages as the primary language of instruction; (2) Maintain, protect, and promote the rights and freedom of Native Americans and Alaska Natives to use, practice, maintain, and revitalize their languages, as envisioned in the Native American Languages Act of 1990 (25 U.S.C. 2901 et seq.); and (3) Support the Nation’s First Peoples’ efforts to maintain and revitalize their languages and cultures, and to improve educational opportunities and student outcomes within Native American and Alaska Native communities. For Fiscal Year 2017 the program will be administered under Title VI of the Elementary and Secondary Education Act, as amended. Readers are eligible to apply if you have not read for three consecutive years. Field readers with advanced education degrees and/or experience working with American Indian and Alaska Native communities desired but not required. Degreed individuals who possess Native language instruction experience are encouraged to apply. Individuals selected as panel readers will need to commit to being available by telephone one or two hours per day for up to two weeks reading, scoring and paneling on assigned applications. Your resume will be reviewed for conflict of interest concerns. By June 30, 2017, please submit your resume, including a valid email address and phone number, to:John.Cheek@ed.gov.

 

NIEA June 2014 Webinar: Culture Based Approach to Common Core

June 2014 Webinar: Culture Based Approach to Common Core (English/Language Arts Standards)

 

Culturally-based education (CBE) “is the grounding of instruction and student learning in the values, norms, knowledge, beliefs, practices, experiences, and language that are the foundation of an indigenous culture (Kana’iaupuni, 2007).”

 

Research studies identify components of CBE that are critical for improving Native student academic achievement. Six elements of CBE are defined as critical to ensure successful academic progress for Native students:

 

  • Recognition and use of Native languages;
  • Pedagogy using traditional cultural characteristics and adult-child interactions;
  • Teaching strategies that are congruent with traditional culture and ways of knowing and learning;
  • Curriculum based on traditional culture and Native spirituality;
  • Strong Native community participation in education and the planning and operation of school activities; and
  • Knowledge and use of the community’s political and social concepts.

We invite our membership to join us this June for the next CCSS webinar in our series. Participants will receive examples of best practices for Native communities and schools to help you effectively implement Common Core English/language arts standards into local cultural beliefs and standards.

 

More information regarding the date, time, and facilitator are coming soon. Please visit www.niea.org website for further updates.