Thesis--University of New Mexico. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms, 1975. 21 cm. Bibliography: leaves 307-313.

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In this thesis the nature of argument structure in the Navajo sentence is identified, with particular focus on the complex system of incorporated pronouns, and anaphora and obviation in the language. It is argued that Navajo is a pronominal argument language, where arguments are incorporated pronouns, while nominals are adjuncts. Descriptions of syntactic devices for marking co- and disjoint reference of arguments, within the simple clause, across the clauses in complex sentences, and in discourse contexts are given. These devices include: the yi/bi- alternation, which I identify as a voice contrast confined to sentences with all third person arguments; the "fourth" person, used for obviation and for deference, and the parallel processing convention.

Thesis. 1978. Ph.D.--Massachusetts Institute of Technology. Dept. of Linguistics and Philosophy. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND HUMANITIES. / Bibliography: leaves 170-172. / Ph.D.

Thesis. 1975. Ph.D.--Massachusetts Institute of Technology. Dept. of Foreign Literatures and Linguistics. / Vita. / Bibliography: leaves 309-313. / Ph.D.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains ix, 189 p.; also includes graphics. Includes bibliographical references (p. 168-174).

abstract: The purpose of this study was to investigate the effects of static pedagogical agents (included and excluded) and gamification practice (included and excluded) on vocabulary acquisition and perceptions of cognitive load by junior high students who studied Navajo language via computer-based instructional program. A total of 153 students attending a junior high school in the southwestern United States were the participants for this study. Prior to the beginning of the study, students were randomly assigned to one of four treatment groups who used a Navajo language computer-based program that contained a combination of static pedagogical agent (included and excluded) and gamification practice (included and excluded). There were two criterion measures in this study, a vocabulary acquisition posttest and a survey designed both to measure students’ attitudes toward the program and to measure cognitive load. Anecdotal observations of students’ interactions were also examined. Results indicated that there were no significant differences in posttest scores among treatment conditions; students were, however, generally successful in learning the Navajo vocabulary terms. Participants also reported positive attitudes toward the Navajo language content and gamification practice and expressed a desire to see additional content and games during activities of this type. These findings provide evidence of the impact that computer-based training may have in teaching students an indigenous second language. Furthermore, students seem to enjoy this type of language learning program. Many also indicated that, while static agent was not mentioned, gamification practice may enhance students’ attitudes in such instruction and is an area for future research. Language learning programs could include a variety of gamification practice activities to assist student to learn new vocabulary. Further research is needed to study motivation and cognitive load in Navajo language computer-based training. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2018

abstract: Ultimately, the examples and foundation provided at home will impact the child as a student and lifelong learner. In Navajo society, there are some families who continue to instill the importance of heritage language and culture. And then there are those who choose not to, or who are not capable of doing so due to the lack of knowledge to share such teachings. Diné language and culture are vital elements of who we are as Diné. They are what identify us as a people. Our language and culture separate us from the western society. As parents and educators, our attitudes affect our homes, schools, and children. Our way of thinking may inhibit or perpetuate cultural teachings. However, no one knows how parents' attitudes affect cultural integration at an immersion school. This quantitative study examined parents' attitudes toward cultural integration in a Navajo language immersion school (Ts4hootsoo7 Diné Bi')lta' with the Window Rock Unified School District #8 in Fort Defiance, Arizona). Surveys were used to examine parents' attitudes about language and cultural integration. The survey asked about Navajo language and culture, about the extent to which it was practiced at home, and their opinions about how Navajo language and culture was being taught at school. The data were reported in basic descriptive statistics for the total group of respondents and then disaggregated by age, place of birth (on the reservation or off), gender, marital status, and highest grade completed in school. The data has shown that overall parents are supportive of Navajo language and culture. Their attitudes may vary based on age, place of birth, gender, marital status, and education. In spite of this, Navajo language and culture are in the home. However, the degree to which it is spoken or practiced is not measured. Parents are supportive of the school teaching Navajo language and culture. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

This dissertation examines emerging cultural attitudes, language ideologies, and discursive practices among Navajos and Navajo speakers through the lens of new media technologies on the Navajo Nation. New media such as cell phones and the Internet are significant features of contemporary Navajo communities, and act as both a context for and medium of linguistic and cultural vitality and transformation. They have opened new spaces for Navajo language use, generated emergent uses of the Navajo language, and increased the spaces of language contact and change. This dissertation explores the ways in which ideologies of language and technology have shifted and converged, and describes multiple instances of the transformative nature of technology through the mediation of communities. New technologies do not exist in a vacuum, and novel practices emerge from a wide range of existing observable styles, registers, and norms in Navajo communities. Significant are the shifting geographies of communication, expansion of social networks, and increased circulation of bilingual Navajo hane’, or publicly shared “tellings” in the form of stories, jokes, and information that accompany them. This work analyzes the appearance of new media technologies in contemporary Navajo society within broader discourses of modernity and narratives of progress about, and among, Navajo communities. New technology is not incommensurate with existing practice; rather, emergent practices are part of the broader circulation of Navajo identities, defined here as a process linked to social activities, and emergent practices index the ways in which some Navajos are “doing” community in unexpected ways and unexpected places. New expressive forms and genres have appeared, including a migration to English emails by previously monolingual, illiterate elders, the transition of traditionally oral genres to widely circulated emails, and the appearance of locally created bilingual hip-hop music. These are crucial developments that have immediate implications for Navajo language vitality and cultural continuity. / text

abstract: This study investigated the limitations of Navajo language teaching in Navajo Head Start immersion centers. The research questions asked what did Head Start teachers perceive as barriers to Navajo children successfully learning the Navajo language, what skills and knowledge did Head Start teachers have that were relevant to teach Head Start children the Navajo language, what Head Start teachers perceived as their strengths and weaknesses of the language immersion program, and what program and instructional qualities promoted and restricted the success of the language program? Two males and six females who resided in the western part of the Navajo Nation wee interviewed as to their teaching experiences. All of the interviewees were between the ages of late 40's to mid-60's and all spoke Navajo fluently. They had been employed with Head Start for more than 10 years. They came from families who had strong beliefs in the Navajo culture and language, and believed all teachers should take Navajo language and culture classes to teach in Head Start. The interviews revealed the participants use their traditional language and culture skills to teach Navajo, but they had limited knowledge as how to use the curriculum provided by Division of Dine Education. The English curriculum was accessible and easy to follow, but did not adhered to President Hale's Executive Order to perpetuate the language. It was recommended that Head Start administrators and support staff review the Navajo language policies and regulations, train teachers how to write a lesson plan that was simple and teacher friendly, revamp the curriculums, and train teachers how to critique, analyze and develop lessons from the Navajo Curriculum. In addition, administrators, should monitor and provide technical assistance to ensure teachers are implementing Navajo language instruction according to Navajo Standards and monitoring each child's progress according to developmental domains and assessment. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2015