Authentic Assessment - Chapter 7 Content Area Assessment

This chapter identified different ways of assessing area content and planning for instruction. The two new reforms of Thinking Curriculum and Standards of Performance were discussed and designed for all learners for their higher-order thinking and for higher order standard performance. The basic assessment approaches are all good suggestions particularly the vocabulary assessment that I can use with students in higher grades to practice with their vocabulary skills. For example, I may assess my students with vocabulary in sensing and inferring relationships. The other two basic assessment approaches I plan to use are assessing students with short stories using the conceptual knowledge and the reading comprehension. I like this reading because it gave suggested guidelines on content assessment and scoring rubrics for teachers to use with students in the classroom.

Standardized Assessment of the Content Knowledge of English Language Learners K-12: current trnds and old dilemmas by Francis A. Butler & Robin Steven

The article focused on the students who are classified as limited English proficient and that teachers are now challenged to teach the content knowledge of English. These students are also challenged wit the high stakes of standardized assessment of the content knowledge wit the mainstream English language. For second language learners of English, it is considered a problem as well as unaccountable to use the standardized content assessment due to test material unknown to the students. Although approaches were attempted and discussed, they were found to be problematic or had mixed results. Now the authors state that research should focus directly and facilitate for the ELLs on the issues of: academic language assessment, opportunity to learn, and inclusion approaches. While reading this article, it reminded me about a time when our site principal stressed his concerns to the teachers about the annual yearly progress for our school. The teachers had to become highly qualified to be teachers, too. Then questions like, "Should I teach to the test?" came up among the teachers. Now there is always testing going on in the school. Sometimes a teacher will call me saying she will test so and so during Yup'ik time. Then I will say, its fine with me. While inside of me is sadden with the thought of trying to teach those students their native language with the little time I have with them each day. But, we do what is best for our students.

Writing Assessment Chapter 6 by O'Malley & Pierce

For writing in Yup'ik for fourth grade on up, I have students make word lists for their standards in their levels. In a word list the students write the Yup'ik and English words. For spelling practice, the students write each Yup'ik word five times, then make up sentences for each Yup'ik word relating to their background knowledge. The students can also draw pictures to make meaning more clearer for themselves. Other writing practices are creating acoustic poems or creating their vocabulary map. The word search and the crossword puzzles are extension individual work to help with word recognition and more spelling practices and to comprehend meanings. I have second and third grade write short story pages and illustrate from storybooks they listen to learn in Yup'ik.

Reading Assessment & Instruction - Chapter 10 Peregoy & Boyle

The reading assessment and instruction chapter addressed on various aspects of teaching reading. The discussions began with the theoretical view of language proficiency in listening, speaking, reading, and writing. Reading assessments focused on processes of mature readers and how non-native English speakers bring their background knowledge, language knowledge, word recognition, vocabulary, and comprehension to help their learning in process of reading. Others included were the description of informal reading inventory and how to determine a student reading as an Independent, Instructional, or Frustration level; and other ways of evaluating learners in reading, such as in Echo reading, Guided Reading, and Read Alouds. I would like to experience some of these reading assessments with my students in various grades to see if they will actually work with the Yup'ik reading. It will be interesting to find out which reading assessment and instruction will benefit the learners.

Chapter 5 Reading Assessment by O'Malley & Valdez Pierce

The chapter on reading assessment focused on the nature of reading in school, authentic assessment of reading, and using reading assessment in instruction. This semester I experienced teaching reading with short stories in the second and third grade Yup'ik classes. We spent time reading the book entitled, "Assaliayagaaq." The students wrote and illustrated the story in Yup'ik on paper. We checked for vocabulary understanding as we read in class as groups, pairs, and individually. We made vocabulary list for the story and practiced them as a class each day. We also made a story map to review the story at different times. A couple of students were delighted to read their storybooks in Yup'ik to their parents during parent/teacher conference. I hope to experience other reading assessment activity suggestions and examples from this reading chapter in the future.

Assessing Culturally and Linguistically Diverse Students by Robert L. Rhodes

This chapter on the Disproportionate Representation of Diverse Students in Special Education reminded of our special education students here in our school. The Sped teacher stated that seventeen elementary and high school students are currently attending special classes. These students spend shorter time in the sped room and spend longer time in the regular classroom. The sped teacher has plenty of paperwork for each special ed students and that he is still learning about sped. Generally,special education teachers teach in most minority groups throughout the nation, but all cultures have special education. There are many factors such as mental retardation, learning disabled, emotionally disturbed, and educable mentally retarded among the nation who are referred to special education. Many years back, I referred one of my children to sped to receive help with her speech. Parents and teachers refer students to Sped to assist them and to improve learning.

Dynamic Assessment in the Language Classroom

While reading this article, the terms, Dynamic assessment, Vygotsky's theory of the Zone of the Proximal Development, Formative assessment, and Summative assessment stood out for me. I realized that I may have used some mediations of these assessments at one time or another in my classroom. What makes this article interesting for me are the relationships and differences of interpretations among these assessments when used between the teacher and the students. The authors defined Dynamic assessment as outstanding for being systematic which is aimed at long term development; unity of true assessment and instruction for learner development; and that DA, as defined by Luria, is that an assisted learner with performance tasks benefits to finishing tasks are able to transfer their performance to different tasks. This article as given me ideas to make assessment improvements with students in my classroom.

O'Malley & Pierce Portfolio Assessment

Reading this article has informed me much about portfolio assessment. The article mentioned that portfolio assessments help students to monitor their own learning progress and help them to become responsible with their learning goals. I have never used portfolios for any of my students in Yup'ik. At this point, I'm thinking to want to experience with a grade group using portfolios to possibly discover positive uses for my students and to make improvements with instruction and assessment activities. If I choose it, I am envisioning more parent involvement as home collaborators to help their child(ren) progress in the Yup'ik language. If you are someone who had portfolio experiences, please share your story.

Making Assessment Practices Valid for indigenous American Students by Sharon Nelson-Barber and Elise Trumbull

This reading focuses on how research can find ways to aid in making assessment valid for indigenous American students. It is clear that NCLBA has placed indigenous students with assessments that are quite challenging due to cultural context. Research showed that cultural elements found by Demmert will help to improve the academic performances of indigenous learners. It was found that using local knowledge and culture in the curriculum and using the funds of knowledge help the students to succeed with work and assessments in school. Back in the days, children observed and learned from their parents, grandparents, and close relatives through cultural activities. They learned from hearing stories and family experiences. And children practiced those cultural activities by interacting through play and pretending. It is true that tasks were learned at home throughout the seasons. One learned by trial and error and when a task was accepted by elders and parents, the individual became aware of his or her successful performances. Elders and parents used to observe the natural abilities and characteristics of young children to foresee their future performances and successes.

Who Is Given Tests in What Language by Whom, When, and Where? The Need for Probabilistic Views of Language in the Testing of English Language Learners

A third grade ELL Yup'ik student was given a standardized test in math by a
Caucasian third grade teacher in the late 1950's in a boarding school. This student's first language was Yup'ik and was in the third year of learning a second language. Test results were unknown. Then two generations later an ELL student was tested in the third grade in reading, writing, and math by a local native teacher in 2006 in the student's hometown. The student's L1 was local English dialect and Yup'ik as L2. However, the test results were proficient in reading, writing and math. But a little more than half the third grade test results were below proficient. Programs like SES are offered for all students to improve in reading, writing, and math. In the reading for ELL testing, I take it that Torgerson's discussion on deterministic models in testing does not fit the ELL testing. Whereas the probabalistic models would most likely fit in with the ELL testing. Solano-Flores had listed the good "would be" processes for ELL students. When will the ELL student processes become a reality?

The Language Assessment Process: A "Multiplism" Perspective by Shohamy and Inbar

From this reading, I sensed that "multiplism" is a process of conducting language assessment for each phase beginning with the multiple purposes of assessment. Teachers can choose any multiple method of assessment depending on the design of the test. An examiner can have multiple ways of designing items and tasks and administer assessment in multiple ways. There are many criteria to determine language quality. The final phases include the multiple ways of interpreting results and reporting results. Among all these phases, the validity and reliability are present in the processes of language assessment procedures. What I liked about this chapter is that it showed many concepts in assessment. These can help us with language assessments as we develop our classroom documents for our students and other teachers.

Ch.2 Designing Authentic Assessment

This chapter focuses on different types of authentic assessment, scoring guides, and how to use designing, developing, and using authentic assessemnt. The book addresses that validity and reliability are both important for the quality of assessments. Other concerning issues like purpose of assessment, fairnes, and grading are explained and clarified in the chapter. These are the steps teachers can use in designing authentic assessment, which can help to improve teaching to the students.One time I took part in the early stages of making assessment for Yup'ik levels in our district. We as a team (native teachers and bilingual instructors) helped build standards for Yup'ik levels one through seven for teaching and assessment. After several months of interval meetings and revisions by the team and the district, we the bilingual instructors had a new and better design of authentic assessment to teach and to test. This new change helped the instructors to improve their teaching and learning. What we are lacking are student workbooks that go with the authentic assessments. We make our own teaching materials for the Yup'ik levels.

McNamara Ch.2 Communication and the design of language tests

I think all kinds of language tests are good for all language learners. If a learner cannot pass one particular language test, the learner can be tested in another design of language test, depending on grade level. I think earlier tests are as good as the current performance tests. I rather use tests that are simple to make and easy to score. Whatever a criterion is tested in any test, it is judged or measured for quality learning. Reading this article has focused my attention on the kinds of classroom tests that I use with my students. I hope to make better assessments in the future.

The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues

Did your teacher test you in reading, writing, and math? My grandson answered, "Yeah, two times in reading, once in writing, and about eight times in math to see what level we are on." These are the recent tests given since school started five weeks ago in the fifth grade. "I had fun having Yup'ik culture math using berries, because we tasted berries and made a graph at the same time." At another time, "I had fun making super sentences like, 'The green pizza came to lunch at 12:00 o'clock." So now I'm thinking, are these tests good and fair assessments and are they accountable? My initial reaction was yes! I think teaching and assessing the main subjects using what is relevant for learners supports their education. I believe these kinds of teachings and assessments will likely help the LEP students in our area. Sometimes it takes time to make the AYP with happy results for all at the end.

Testing, testing...What is a language test?

I remember when I first took a language test back in Wrangell Institute third grade classroom in reading and math. We young natives were seated separately around large tables with a booklet and a pencil. I remembered none of the reading test, but I was totally confused on a large division problem. It had two digit divisors and about five dividends. I had no idea on how to solve it and this has always been in my memory. Since then I have experienced taking English tests through elementary, high school, and college. To me, language testing is testing to check ones knowledge in reading, writing, math, etc. and how the learners will use that knowledge in a real life world. When I use language testing in my classroom, the scores help me to look for ways to teach better and to find ways how students learn best.

Moving Toward Authentic Assessment

What is a genuine test or assessment? The chapter defined authentic assessment as "multiple forms of assessment that reflect student learning, achievement, motivation, and attitudes which are included in performance assessment, portfolios, and student self-assessment." There are several standard performance assessment that I use with my students in high school and upper elementary grades for Yup'ik; a couple or more standards for project-portfolio; and other standards for skills assessment. I like using authentic assessment with my students. This kind of assessment helps me to see where my students can be able to make a learning performance. When I tell a student that s/he is advanced in a particular standard on a level, the student is often motivated to learn more and has an advantage to help others who need it. I often hear some students answer a question for other students who ask for a word or phrase in Yup'ik. The project-portfolio is leaned toward a student's accomplishments in creating a craft or learning values of Yuuyaraq. The skills assessment are other standards mainly under Yup'ik language and fluency where students study and learn during class time. Students are given individual testing when they are ready for skills assessment. A couple of characteristics of performance assessment which I try to use with my students are constructed response and authenticity.

Maori Approaches to Assessment

While reading this wonderful article, the children and parents with everyone else in my community kept entering my mind. The people of Maori and their approach to assessment in their projects and curriculum seems to be a positive role model for other languages and cultures that need may need improvements or change. I see that the Maori culture has their values well grounded to their young children with the help of their families and relatives. Some of their values are similar to our culture as well as some of the proverbs. It is interesting how they used their ancestors values to embed their principles to their Early Childhood Education System. Their principles of empowerment, holistic development, relationships, and family & community assessments and education has given their children the knowledge to live successfully among their people. I honestly would like to see that among our people. As educators we can count to make that a reality to especially empower our students to begin listening to their parents, their teachers, and to the rules of any society. This article also reminded me of how things to used to be when elders were around fifty plus years ago.

Teacher Suspended for Refusing to Give State Test

This is the first time I read about a teacher who refused to give state test to his students in his classroom. I think Car Chew did what he had to do because maybe he got tired of seeing his students struggle through the tests each and every time. What good is a test without positive results? This question could have gone through Carl Chew's mind. I see he really cares for his students. He has faith and determination to work harder with his students and their parents. Carl Chew has represented many teachers who also think the same about state testing. It will be interesting to see how many more teachers will follow Carl Chew's step and probably get to see some change in state testing.

Triadic Scaffolds

Theresa Prince
Ling 611

Triadic Scaffolds: Tools for Teaching English Language Learners With Computers

Meskill, C. (2005). Triadic Scaffolds: Tools for Teaching English Language
Learners With Computers. Language Learning & Technology. Pp. 46-59.
State University of New York at Albany.

Summary: The five language skills of listening, speaking, reading, vocabulary, and pronunciation are used to teach the students with a selected activity in the triadic scaffolds. The focus is the teacher using verbal strategy, computer contribution, and strategy accomplishments. This is an engaging activity with students using their sight, touch, and speech to focus on their learning.

Reflection: I thought this triadic scaffold is similar to how our instructor showed her modeling and have us engage with the technology learning. I am relating our instructor as a teacher and we the learners learning technology in the computer. If I teach an activity on shapes, using the technology, it would be fun for younger students to experience technology learning as well as learning directives in the language.


Some Thoughts About WebQuests

Summary: WebQuest is an activity of learning that can be a short-term duration or a longer-term duration. These are, “designed to make the best use of a learner’s time.” There are critical and non-critical attributes. Longer-term durations require thinking skills activities.

Reflection: Here is another learning and thinking activity that involves technology. This helps with finding new information for research and learning. This should be a good activity for high school age group.

Abdullah's Blogging

Theresa Prince
Ling 611

Bloch, J. (2007). Abdullah’s Blogging: A generation 1.5 student enters the
blogosphere. Language Learning & Technology, pp. 128-141. The Ohio State University.

Summary: The article focused on Somali immigrant students who experienced on blogging their formal academic writing. They read, analyzed, understand, and gave their own opinion while learning about plagiarism. The way the students used their words was their way of communication without fully focusing on grammar. Generation 1.5 indicated immigrants as not proficient in reading, writing, and speaking. In blogging, the students practiced their reading and writing with meaning and write as participants and contribute to others.

Reaction and reflection: Blogging is a new term for me, but I can relate that to my own writing. Free writing on paper was one way of practicing writing without thinking of grammar. From the reading, I get the impression of forming new ideas to make connections, link to, or make an argument about a certain topic. Some of our high school students can benefit from blogging if it is introduced into the regular writing class. I hope high school teachers will become aware of this technology to use in the future.

Richards, Chapter #9

Chapter 9 Approaches to evaluation

Richards, J. (2001) Curriculum development in language teaching. Approaches
to evaluation (pp. 286-308). New York: Cambridge University Press.

Summary:
This chapter focuses on evaluations that cover many aspects of a language program. Formative, illuminative, and summative are the three purposes for evaluation. There are principles that bring issues to be evaluated by different audience using procedures in making evaluations.

Reflections:
I think the issue of teacher evaluation by the principal is a common thing in our school. The teachers and staff evaluate the principal and visa versa. Students also evaluate their own classroom teachers.
I have been observed over the years and now I ask or permit principals to observe me with the hard groups of students. It is interesting to read their observation results.
It is good to make other school evaluations on curriculum, textbooks, teaching, class schedules, etc. Some are changed to make improvements with curriculum.

Chapter #8

Chapter 8 The role and design of the instructional materials

Richards, J. (2001) Curriculum development in language teaching. The role and
design of the instructional materials, (pp. 251-271). New York: Cambridge University Press.

Summary:
This chapter focuses on the created materials as apposed to authentic materials. Although both have advantages and limitations, teachers use authentic materials and created materials for language teaching. The chapter includes evaluating textbooks, how to make adapt textbooks and make materials.

Reflections:
Teachers in our school use textbooks for reading, writing, or math. They do make or get other resources to make their teaching a little easier to help their students to understand and learn concepts for reading and other subjects.
I, myself, do not follow everything from the Yup’ik books. I do make some changes and use or make materials to make learning interesting and successful for the students in all grade levels.

New Technologies & Additional Language Learning

Theresa Prince
Ling 611
New Technologies and Additional Language Learning by Steven L. Thorne

Summary: The article covered issues on the technology uses and context in foreign language and second language classes. The article addressed three areas of research, which are synchronous computer-mediated-communication (CMC) use in L2 education meaning the chat, internet-mediated intercultural L2 education meaning the communication across nations/communities, and additional language learning through internet games and other sites.

Reflection: The research on second language learning using technology gave me insight as to how language instructors can be trained in new technologies to use in villages in Western Alaska. Internet sites, like blogs, wikis, games and other sites will likely help our students to learn second language. (I am imagining one of my Yup’ik classes interacting with Yup’ik speaking students from Naspaskiak using technology.) This would help students to learn one another’s dialect.

Rethinking MySpace

Ling 611
Rethinking MySpace - Using social networking tools to connect with students by Antero Garcia

Summary: In the article the author states her use of technology of MySpace and other sites with her students. The author connects with the students for posting homework, advice, and helps students’ participation in the curriculum. The author hopes and asks her students to use MySpace positively and have “ownership” to it and create their successes.

Reflection: At this time my school has a lab computer room available for student use. Elementary and high school alternate times to use the lab room. All the teachers are now using laptops. None of the high school students are provided with lab tops by the district. We are have not been informed whether students will receive laptops any time soon. But, if they do, the students will likely apply rules for using labtops as they did with computers in a lab room.


The Laptops Are Coming! The Laptops Are Coming!
What I am learning from my school’s infatuation with computers by Sarah Heller McFarlene

Summary: The author reflected about her one-year experience with students using lab tops in school. She regarded laptops being important for student learning and making endless class projects using technology, etc., but frustrations, concerns, and resentments arose for her. Her belief of technology use is to value it justly in schools.

Reflection: I remember when I first received a labtop from my district. I was happy and excited so that I could use it mainly for writing homework and learn other things about it. (And not walk back and forth too much from my house to the school.) I would be happy for secondary students to receive labtops in my district. I believe more learning will take place for the students.

Chapter 1 & 2 CALLing

Chapter 1 & 2
Sarieva, I., & Zoran, A. (2007). Guiding principles: second language acquisition, instructional technology, and the constructivist framework. In T. Erben & I. Sarieva (Eds.). CALLing all foreign language teachers: computer-assisted language learning in the classroom (pp. 7-12). Larchmont, NY: Eye On Education, Inc.

Summary: 1 & 2
Chapter one introduction welcomed all foreign language teachers to technology in the classroom. This chapter talked about the table of contents – what to expect from the sections and chapter about technology.
Chapter two talked using the 5Cs in technology to have proficiency in a foreign language.
Classroom technology is integrating to help students to construct their knowledge through engaging with others, the teacher, and the materials. The seven (SLA) hypotheses are used to guide the computer-assisted language learning that may help teachers to become good managers.

Reflection: I look forward to learning about technology use in the classroom. I hope to learn more about technology to help my students to communicate and learn Yup’ik from other districts. It will be interesting to find out how students can learn second language through technology. I hope to guide my students toward their learning.

Chapter 3
Erben, T., R., Jin, L., Summers, R. & Eisenhower, K. (2007). Using technology for foreign language instruction: creative innovation, research and applications. In T. Erben & I. Sarieva (Eds.). Calling all foreign language teachers: computer-assisted language learning in the classroom. (pp. 13-28). Larchmont, New York: Eye On Education, Inc.

Summary: 3
Chapter three suggests to set technology in the foreign language classrooms. Focused on showing the past and today’s research on computer-assisted language learning; technology impact; and what challenges and best practices technology has for foreign language classrooms.

Reflection: This chapter interests me with all the good things about technology in the classroom. It will probably have some learning impact, but I think it will not cover everything. If technology works for second language learning in the future, I will be happy for my students. (I like my cell phone, but I still need to learn from it.)

Chapter 6 & 10 syllabuses

Chapter 6 Course planning and syllabus design

Richards, Jack C. 2001, Curriculum development in language teaching. Course planning
And syllabus designing, pp. 145-197. Cambridge University Press.

Summary:

This chapter focused on course development using several processes including the development of instructional materials. The dimensions include the course rational, describing entry and exit levels, choosing course content, sequencing course content, planning the course content, and preparing scope and sequence plan. The chapter gave many examples of grammatical syllabuses and appendixes.
Reflections, questions, and connections
Reading this chapter has helped me to understand how curriculum development is established using processes that can be revised as they are used in instructional materials. And that aims and objectives are used as bases for any language program. I would like to learn more in depth about this language planning. I would like to make improvements and possibly make changes to some of our bilingual curriculum. Doing so, with the help of others, will make the Yup’ik program a little meaningful for the students and teachers.
I recommend this book for all bilingual instructors who need it to make improvements for their school programs and materials development.

The First 10 Syllabus Types
1. Lexical syllabus is focused on target vocabulary. It was originally used to develop in language teaching, but became a concern with the uses of textbooks, various levels, and material writings. This is similar to our course design in the bilingual curriculum.
2. Functional syllabus is focused on communicative competencies or skills. (complaining or suggesting) Functional syllabus was considered to be popular for organizing courses, but has become partially important for communicative syllabus due to several objections. Similar to teaching Yup’ik phrases and dialogue to the learners, but this did not support their communication skills.
3, Situational syllabus focused on the use of communicative acts in a setting. (at, in, on) Situational syllabus was criticized for several reasons, but, due to the approach of curriculum development, it returned to language teaching. This is no similarities or differences to our course design in Yup’ik.
4. Topical or content-based syllabus is focused on content units, themes, and topics. Topical or content-based syllabus has advantages of courses but, issues like unresolved questions and difficulties to develop such curriculum came about to challenge that. This is similar in our course design in bilingual, like we are trying ways to teach Yup’ik but, there are not enough materials.
5. Competency-based syllabus is where a learner is expected to master a task in a specific situation and activity. (building a sled or job seeking) The advantages of competency-based syllabus are learning trades to work and complete successfully in a real-world setting. The critics state that there are no valid procedures for competency development and hides values underlying the competency development.
6. Skills syllabus is the plan to teach the ability to use language in reading, writing, listening, and speaking. The advantage of skills syllabus is to have focus on performing tasks and can teach it to others. The critics believe there is no seriousness for having skills. Our course design in bilingual is to teach the skills in listening, speaking, reading, and writing.
7.Task-based syllabus is teaching an activity or a task for second language learning or for real-life tasks. The positive elements of task-based syllabus are that both are important for the needs analysis and useful in the real world. One of the concerns was that some task definitions are too broad for learners. For our course design, this task is very important and similar to teach second language learning.
8. Text- based syllabus is a study unit taken from the context for learners to use in the skills. One positive element for the text-based syllabus is helping students to develop their language skills. Critics say this focuses too much on skills rather than on language proficiency. This is similar with the course design in the bilingual curriculum.
9.Intergrated syllabus is deciding which syllabus is best for teaching when using different priorities for instruction. There are no underlying assumptions for this type of syllabus. We use different syllabuses to teach a second language.
10. Grammatical (or structural ) syllabus is in grammar items and sequences courses in the beginning-level learners. With grammatical syllabus, planners look for solutions to solve difficulties in their teachings. Focusing on “form rather than meaning” was one of the syllabuses being criticized. This is similar to our course design in Yup’ik.

Chapter 5 Richards

Richards, Jack C. (2001) Curriculum development in language teaching. Planning goals
and learning outcomes. Cambridge Language Education, pp. 112 -144.


Summary:

The chapter focuses on the goals and outcomes of a program using the terms of aims and objectives. Five curriculum ideologies are considered in developing a language curriculum and the roles of language teaching. The knowledge and values of a culture are kept in mind to develop curriculum for the learners. The uses of objectives are criticized and commented. Learning outcomes are described from the nature of competencies.

Reflection, questions, connections:
This chapter reminds me about our lesson plan objectives that help instructors to teach affectively. In doing that, the outcome of student learning takes place, because they know what to expect from a lesson. With that thought in mind, I wish the district would give more support for our bilingual programs. The support I need include more teaching time for the primary grades, all day aide time, and make student materials for each grade.
How can I get interest groups to create teacher and student materials for our bilingual programs in our district? I am looking at my own community members, the school, teachers, lead teachers, and school boards to help with the thought of that goal.
Our bilingual programs need that support and I believe it is up to the Yup’ik instructors to make that change.

Testing

Waqaa! Wiinga Panikpiaq Yugtun.