In 1945, in order to overcome "the Indian problem", the Guatemalan government founded The Institute Indigents ta National (NH), the purpose of which was to teach literacy to Mayan children in their mother tongue instead of Spanish, to prepare the ground for later assimilation of the latter. The teaching of literacy in the first language, which received support from the UN, significantly advanced in 1952, when the SIL (Summer Institute of Linguistics), located in Dallas, Texas, partnered with the Guatemalan Ministry of Education; within 2 years, numerous written works in Mayan languages had been printed and published, and vast advancement was done in the translation of the New Testament. Further efforts to integrate the indigenous into the Ladino society were made in the following years, including the invention of a special alphabet to assist Mayan students transition to Spanish, and bilingual education in the Q'eqchi' area. When Spanish became the official language of Guatemala in 1965, the government started several programs, such as the Bilingual Castellanizacion Program and the Radiophonic Schools, to accelerate the move of Mayan students to Spanish. Unintentionally, the efforts to integrate the indigenous using language, especially the new alphabet, gave institutions tools to use Mayan tongues in schools, and while improving Mayan children's learning, they left them unequipped to learn in a solely Spanish environment. So, an additional expansion of bilingual education took place in 1980, when an experimental program in which children were to be instructed in their mother tongue until they are fluent enough in Spanish was created. The program proved successful when the students of the pilot showed higher academic achievements than the ones in the Spanish-only control schools. In 1987, when the pilot was to finish, bilingual education was made official in Guatemala.