a.

Crow tribe

THE PEOPLE

About 75 percent of the Crow tribe's approximately 10,000 or more enrolled

members live on or near the reservation. Eighty-five percent speak Crow as their
first language.

This tribe was called "Apsaalooke," which means "children of the large-beaked
bird." White men later misinterpreted the word as "crow."

Chief Plenty Coups was the last chief to gain that status in the traditional Crow
manner. He lived until 1932, leaving his land and home as a park for all people.

LOCATION

The Crow Reservation is in southcentral Montana, bordered by Wyoming on the

south, with its northwestern boundary about 10 miles from Billings.

ECONOMY

For many years the vast coal deposits under the eastern portion of the
reservation remained untapped. One mine is now in operation and providing
royalty income and employment to tribal members. The Crow operate only a
small portion of their irrigated or dry farm acreage and about 30 percent of their
grazing land. They maintain a buffalo herd of 300 head.

B．

The tone if formal, and the information in the report is objective without
personal views or comments.

c.

the information is accurate and comprehensive and the tone of this report is
objective. For example, “ About 75 percent of the Crow tribe's approximately
10,000 or more enrolled members live on or near the reservation”. Some
necessary data is presented to illustrate the people in the crow tribe.

d.

the education institution in the USA

e.
 The crow tribe’s language education in United States

--- official report

Language education is important in minority schools

Sponsors:

This report has been proudly sponsored by language research groups in

William college. This research groups studied and investigated education
of minority people for twenty years. Thus, research groups funded this
report to explore more about native language use in minority schools.

Aims:

The key aim of this official report is to find out the frequency of native own
language use and ability to maintain the native language in young people.

Methodology:

Over 7000 high school students in 20 Navajo schools have been surveyed
how frequent they would use native language in schools and daily life. And
students were asked to complete questionnaire about their culture
identity.

Findings:

Not only are non-native English speakers similar in intelligence and talent
to native English speakers, but they also have additional linguistic
advantages. If they can continue to improve their ability to communicate
in their native language in addition to English in school, it will be positive
for them and for society.

Maintaining a child's native language contributes to their identity allows

them to value their own culture and traditions, maintains communication
with family and other community members, and builds a positive sense of
self. In addition, if preschoolers whose mother tongue is not English
switch to English only when they go to school, there will be a break in their
intellectual development, leading to a lag in learning ability and even
affecting their later careers. By contrast, studies have shown that students
who learn English in school and continue to develop their native language
not only do better on average than native English speakers later in life, but
also have better career opportunities in the United States and abroad
because of their proficiency in another language.

Dealing with maintain the native language in crow tribe

According to the U.S. Department of Education's Let Every Student

Succeed Act, regional education departments with students from Indian
tribes are required to work with tribal leaders to address issues that affect
the learning of Indian and Alaska Native students.

For example, school districts in the Navajo Nation, a coalition of 66 Navajo

tribes in three southwestern states -- Arizona, New Mexico and Utah --
receive special federal money. During the 2013-2014 school year, the
Alliance's 68,500 students received 146 special grants of nearly $12.6
million to help them teach in their mother tongue and other aspects
related to the inheritance of traditional culture.

Conclusions

In Navajo schools, the native language is not only recognized and learned,
but the cultural identity of each tribe is emphasized, including the
importance of tribal spirituality in its spiritual life. Parents, tribal elders
and community groups are actively involved in the planning and operation
of the school. They bring traditional culture and the basic beliefs of the
tribe into the school and classroom through visual arts, legends and oral
history. The school is also integrating modern technology into its teaching
so that young people can acquire modern skills and seek their own
opportunities within and outside the tribe.