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This paper examines the considerations - linguistic, cultural, and developmental - which should be considered in the design and implementation of an ESL program appropriate to the settings of a bilingual-bicultural education program and to the needs of Navajo children. The process of language development in both first and second language learning is related to the design of learning activities and sequencing of language objectives. Observations of learning styles and language usage as provided by the culture, the individual, and by his peers as they relate to the development of a bilingual Navajo child are examined. The paper discusses the roles and uses of Standard English and a Borrego Pass English dialect in the classroom and in the community. The aforementioned considerations are incorporated into the design of an ESL program for this school.


Bilingual, Multilingual, and Multicultural Education | Education | First and Second Language Acquisition | Teacher Education and Professional Development