Teachers, Textbooks, and Orthographic Choices in Quechua: Bilingual Intercultural Education in Peru and Ecuador

2019 ◽  
pp. 141-164 ◽  
Keyword(s):  
Intercultural Education ◽  
Bilingual Intercultural Education

scholarly journals Bilingual intercultural education and Andean hip hop: Transnational sites for indigenous language and identity

2012 ◽  
Vol 41 (4) ◽  
pp. 499-525 ◽  
Author(s):  
Nancy H. Hornberger ◽  
Karl F. Swinehart
Keyword(s):  
Hip Hop ◽  
Intercultural Education ◽  
Language And Identity ◽  
Indigenous Language ◽  
Master's Program ◽  
Language Practices ◽  
Linguistic Resources ◽  
Globalizing World ◽  
El Alto ◽  
Bilingual Intercultural Education

AbstractExploring contemporary Aymara and Quechua speakers' engagements with multilingualism, this article examines two transnational sites of Indigenous language use in Bolivia—a master's program in bilingual intercultural education in Cochabamba and a hip hop collective in El Alto. Responding to the call for a sociolinguistics of globalization that describes and interprets mobile linguistic resources, speakers, and markets, we draw on long-term ethnographic fieldwork to explore the transnational nature of these mobile and globalized sites, ideologies of Indigenous language and identity present there, and flexible language practices therein. From our analysis of selected narratives and interactions observed and recorded between 2004 and 2009, we argue that these sites, ideologies, and language practices constitute productive spaces for Indigenous language speakers to intervene in a historically and enduringly unequal, globalizing world. (Indigeneity, mobility, translanguaging, flexible language practices, multilingual repertoire, global hip hop)*

scholarly journals Inga Language and Culture Revitalization in Putumayo, Colombia

2012 ◽  
Vol 1 ◽  
pp. 7-26
Author(s):  
Valerie Cross ◽  
Serafín M. Coronel-­Molina
Keyword(s):  
Second Language Acquisition ◽  
Bilingual Education ◽  
Language Revitalization ◽  
Language Shift ◽  
Indigenous Communities ◽  
Intercultural Education ◽  
Language And Culture ◽  
The Many ◽  
Bilingual Intercultural Education ◽  
Culture Revitalization

Increasing levels of Quechua–Spanish bilingualism and increased use of Spanish within indigenous communities and classrooms have given rise to concern about Quechua language maintenance (Hornberger, 1988, 1998, 1999; Hornberger & CoronelMolina, 2004). The present investigation is preliminary and explores the possibility of bilingual intercultural education to promote Quechua (Inga) language revitalization in the Putumayo region of Colombia. Because of the large role that schooling has played in the language shift process, Inga language revitalization efforts have focused on implementing use of the Inga language in schools. This paper offers suggestions based on research in second language acquisition (SLA), language revitalization, and bilingual intercultural education to improve recent efforts and overcome the many overt and covert challenges that exist to bilingual education implementation in Putumayo, Colombia. This article attempts to bring such forms of resistance to the surface and provide suggestions for overcoming them, in hopes of facilitating the grassroots-initiated language planning goals of culture revitalization and reversing language shift that are already in place.

scholarly journals UNA MIRADA CRÍTICA A LA EDUCACIÓN INTERCULTURAL BILINGÜE DE LOS ESTADOS LATINOAMERICANOS

2020 ◽  
Vol 7 (13) ◽  
Author(s):  
Diego Fernando Bermeo
Keyword(s):  
Latin America ◽  
Latin American ◽  
Intercultural Education ◽  
American Education ◽  
Critical Approach ◽  
Education Systems ◽  
Educational Processes ◽  
America Latina ◽  
Bilingual Intercultural Education

Este trabajo presenta una reseña del libro Educación intercultural bilingüe y enfoque de interculturalidad en los sistemas educativos latinoamericanos Avances y desafíos publicado por Silvina Corbetta, Carlos Bonetti, Fernando Bustamante y Albano Vergara Parra en el año 2018. Desde esta intención, el libro que presentamos, es un interesante análisis sobre los avances y demoras, dificultades y facilitadores para la puesta en práctica de la EIB en los diversos países que integran la América Latina. La perspectiva y el enfoque crítico de la interculturalidad que los autores desarrollan en el libro es una propuesta ética política de gran valor para analizar los procesos educativos y la implementación de la EIB en las últimas décadas. ABSTRACT This paper presents an overview of the book Bilingual Intercultural Education and Approach to Interculturality in Latin American Education Systems Advances and Challenges published by Silvina Corbetta, Carlos Bonetti, Fernando Bustamante and Albano Vergara Parra in 2018. From this intention, the book that we present, is an interesting analysis on the progress and delays difficulties and facilitators for the implementation of the EIB in the various countries that make up Latin America. The perspective and critical approach to interculturality that authors develop in the book is a valuable political ethical proposition to analyze the educational processes and implementation of EIB in recent decades.

scholarly journals BIOGRAFÍAS DE LA EDUCACIÓN INTERCULTURAL BILINGÜE

2020 ◽  
Vol 7 (13) ◽  
Author(s):  
Noelia Enriz ◽  
Ana Carolina Hecht ◽  
Mariana García Palacios
Keyword(s):  
Indigenous Peoples ◽  
Field Work ◽  
Intercultural Education ◽  
Intercultural Bilingual Education ◽  
Public Rights ◽  
Educational Biographies ◽  
Mbya Guarani ◽  
Politica Educativa ◽  
The Individual ◽  
Bilingual Intercultural Education

En el presente artículo nos proponemos analizar las políticas de Educación Intercultural Bilingüe de las provincias de Chaco y Misiones (Argentina) a partir de las biografías de algunos/as referentes indígenas. Estas biografías nos aportan interesantes aspectos de los recorridos formativos individuales, atravesados por las transformaciones de la política educativa intercultural. Asimismo, permiten abordar la singularidad de dos casos de legislación provincial muy diferentes en cuanto a la visibilización de la cuestión indígena. La provincia de Chaco es reconocida por su temprana incorporación de normativa que pondera los derechos específicos para los pueblos indígenas que allí residen (toba/qom, mocoví/moqoit y wichí) y, específicamente, por contar con legislación muy progresista sobre los asuntos que regulan la escolarización y lenguas de los pueblos originarios. Por su parte, la provincia de Misiones presenta un escenario contrario, ya que el reconocimiento en las políticas públicas de derechos para los pueblos indígenas ha sido muy escaso y restrictivo; incluso si en particular tomamos en cuenta las políticas educativas, la regulación ha sido remisa, de poco alcance y focalizada. En el análisis efectuado en este artículo pondremos en diálogo las biografías educativas con las legislaciones provinciales más significativas y materiales de registros de trabajo de campo obtenidos de nuestras investigaciones etnográficas en las comunidades mbyá-guaraní de Misiones y toba/qom de Chaco.BIOGRAPHIES OF BILINGUAL INTERCULTURAL EDUCATION ABSTRACTIn this paper we analyze the policies of Bilingual Intercultural Education of the provinces of Chaco and Misiones (Argentina) from the biographies of some indigenous referents. These biographies give us interesting aspects of the individual formative paths, undergoing the transformations of intercultural educational policy. Likewise, they allow addressing the uniqueness of two very different cases of provincial legislation, regarding the visibility of the indigenous issue. The province of Chaco is recognized for its early incorporation of regulations that weigh the specific rights for the indigenous peoples that reside there (toba / qom, mocoví / moqoit and wichí) and, specifically, for having very progressive legislation on the matters they regulate the schooling and languages of the native peoples. On the other hand, the province of Misiones presents a contrary scene, since recognition in public rights policies for indigenous peoples has been very scarce and restrictive, even if we take into account educational policies in particular, the regulation has been scale, of little scope and focused. In the analysis carried out in this article, we will dialogue educational biographies with the most significant provincial laws and materials of field work records obtained from our ethnographic research in the Mbyá-Guaraní communities of Misiones and toba / qom de Chaco.Keywords: Biography. Intercultural Bilingual Education. Mbyá-Guaraní. Toba/Qom.

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