Language Learning in the American Southwestern Borderlands: Navajo Speakers and Their Transition to Academic English Literacy

Abstract

The premise of this paper is that teachers can gain insights by situating themselves as learners of the first and second languages of their students. The research for this paper was conducted at the University of New Mexico-Gallup, a campus committed to the development of literacy in both Navajo and English. The Navajo Nation would like to see a two-year Navajo language requirement for regional colleges; a language proficiency exam is required for the placement of teachers on the reservation. At the same time, a high level of English literacy is required for Navajo students who wish to enter the professions in which they are under-represented: the sciences, medicine, and law. This paper examines the situation of regional language learners through field studies and classroom practices. The author also draws on research on language attitudes, contrastive analysis of Navajo and English, and discourse strategies. This analysis is necessary for the development of authentic bilingualism in the Four Corners region.

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