Evaluate the concrete benefits of indian educational program

Evaluate the concrete benefits of indian educational program

Write an MLA formatted citation and a brief paragraph discussing each source of your sources, what is useful in your sources for your topic Please write your own brief summary of the source without using first person or forecasting how you will use the source in your essay.

My essay topic:
Evaluate the concrete benefits of Indian educational programs that promote heritage language proficiency and cultural connection, through bilingual or immersion programs such as the Salish school of Spokane.

My sources are:

1- Ricento, Thomas. “Problems with the ‘Language-As-Resource’ Discourse in the Promotion of Heritage Languages in the U.S.A.” Journal of Sociolinguistics, vol. 9, no. 3, Aug. 2005, pp. 348-368. EBSCOhost, doi:10.1111/j.1360-6441.2005.00296.x.

‘2- Sims, Christine. “Assessing the Language Proficiency of Tribal Heritage Language Learners: Issues and Concerns for American Indian Pueblo Languages.” Current Issues in Language Planning, vol. 9, no. 3, 01 Aug. 2008, pp. 327-343. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ822419&site=eds-live.

3- POWERS, Kristin M. [b1] (analytic). “An Exploratory Study of Cultural Identity and Culture-Based Educational Programs for Urban American Indian Students (English).” [“Uneétudeexploratoire de l’identitéculturelleet des programmeséducatifsbaséssur la culture pour les étudiantsindiensaméricains (French)”]. Urban Education (Beverly Hills, Calif.), vol. 41, no. 1, Jan. 0001, pp. 20-49. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=fcs&AN=17378539&site=eds-live.

4- Laukaitis, John J. Community Self-Determination in Uptown Chicago: A Social and Cultural History of American Indian Educational Programs and Experiences, 1952-2002. ProQuest LLC, ProQuest LLC, 01 Jan. 2009. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED512989&site=eds-live.

5- Gustafson, Louise, et al. Northern Cheyenne Follow through Program, Serving Children on the Northern Cheyenne Reservation in Southeastern Montana.Number 3 in a Series of Evaluative Studies of Indian Educational Programs. 01 Jan. 1975. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED134377&site=eds-live.

6- McConnell, Beverly, et al. Follow through on Indian Reservations (An Educational Program for Children in Kindergarten through Third Grade). What Difference Has It Made? And What Would Happen If the Program Is Discontinued? A Report Prepared for the Office of Management and Budget Hearings, June 4-7, 1974. 04 June 1974. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED134376&site=eds-live.

7- Cedar, Cheryl. “Native American Language Bill Introduced in Senate.” American Indian Report, Jan. 2014, p. 2. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=95738624&site=eds-live.

8- Itty, Tracy Line, et al. “Hpv Awareness among American Indian Young Adults: Implications for Health Education.” Journal of Cultural Diversity, vol. 21, no. 4, Winter2014, pp. 123-129. EBSCOhost, libproxy.udayton.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=107839842&site=eds-live.