This article describes how anthropological knowledge has been applied in the Kamehameha Elementary Education Program (KEEP), a multidisciplinary educational research and development effort to create a successful language arts program for underachieving Native Hawaiian children. Special attention is given to the process of translating anthropological knowledge into effective educational practice. Possible implications of the KEEP work for similar efforts are described.

https://anthrosource.onlinelibrary.wiley.com/doi/pdf/10.1525/aeq.1985.16.2.04x0631g

Translating Culture: From Ethnographic Information to Educational Program

A conceptual framework for interpreting linguistic approaches to the study of educational events and processes is presented. This is followed by an examination of the methodological issues associated with these kinds of linguistic analyses. Finally, some representative findings from recent linguistic studies are presented. These three sections answer the question: What is meant by a linguistic perspective to teaching and learning processes? This relatively new and different perspective about classrooms and schools helps further our understanding of what is communicated to whom in educational settings—an enduring problem in social psychology and psycholinguistics.

Exploring classroom discourse: Linguistic perspectives on teaching‐learning processes

https://files.eric.ed.gov/fulltext/ED324106.pdf

Daniel J. Dever

Papers

Catholic Schools of Hawaii.