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 Let’s Create a Harmonious and Peaceful World through Quality Bilingual Education! Indigenous Tsotsil Children and Their Languages the Solution!

2020 ◽  
Vol 11 (2) ◽  
pp. 139
Author(s):  
Karla B. Del Carpio
Keyword(s):  
Bilingual Education ◽  
Indigenous Communities ◽  
Southern Mexico ◽  
Transitional Bilingual ◽  
Language Endangerment ◽  
Transitional Bilingual Education ◽  
Language And Culture ◽  
Working Together ◽  
Intellectual Knowledge ◽  
Bilingual School

The purpose of this paper is to underline the implications that language endangerment has, not only for the speakers of a specific language, but for the entire world as losing a language involves the disappearance of cultural, spiritual and intellectual knowledge as well as cultural identity. Many indigenous languages in Mexico, for example, have been in danger as Spanish, the dominant language of the country, has put them at a disadvantage. Transitional bilingual education has been used to achieve such a goal. Since this has been the case, some indigenous communities have taken the initiative to work diligently to preserve and promote their native language and culture despite the sociopolitical, economic and educational pressures they face. An example of that is the Mayan Tsotsil community in Chiapas in southern Mexico. This paper offers a summary of the findings of the qualitative research study that was conducted to explore the situation of the Tsotsil language at a Spanish-Indigenous Tsotsil elementary bilingual school in Chiapas. Tsotsil children and their teacher show that it is possible to preserve and promote the Tsotsil language when working together as a community. It is concluded that quality bilingual education and inclusive schools can be great tools that can contribute to have a harmonious and peaceful world.

at.óow OR l s'aatí át?: Language revitalization, cultural creation, and the tlingit Macbeth

2008 ◽  
Vol 3 (1-2) ◽  
pp. 3-29
Author(s):  
Matteo A. Pangallo
Keyword(s):  
American Indian ◽  
Language Revitalization ◽  
Language Shift ◽  
National Museum ◽  
Language And Culture ◽  
Endangered Language ◽  
The Social ◽  
Language Recovery

This essay considers a production of Shakespeare’s Macbeth, produced by Alaska’s Perseverance Theatre at the Smithsonian National Museum of the American Indian in March 2007, in which the construction of a new cultural product—a Macbeth translated into the social and linguistic setting of a pre-contact Tlingit society—was claimed as part of a process of language revitalization for the endangered Tlingit language. Perseverance’s Macbeth demonstrated that language recovery might be attainable through importing an iconic text from an hegemonic language and culture and claiming it for the threatened language. At the same time, Perseverance had to confront the possibility that their project could be viewed as a colonizing activity. This inquiry examines several translational tactics the production employed, with the goal of considering the project as one potential methodology for generating linguistic life for an endangered language and reversing language shift. In addition, the study considers how translational comparison at the cultural level demonstrates how the Tlingit Macbeth operated as a two-way force in cultural creation, informing the source as much as the target.

scholarly journals Healing through language: Positive physical health effects of indigenous language use

F1000Research ◽  
2016 ◽  
Vol 5 ◽  
pp. 852 ◽  
Author(s):  
D. H. Whalen ◽  
Margaret Moss ◽  
Daryl Baldwin
Keyword(s):  
Native Americans ◽  
Language Maintenance ◽  
Language Revitalization ◽  
Indigenous Communities ◽  
Indigenous Populations ◽  
Health Improvement ◽  
Language Programs ◽  
Positive Effects ◽  
Health Related ◽  
The Many

This article summarizes existing work that indicates language maintenance and revitalization efforts result in health-related benefits for Native Americans and other indigenous populations. Although forced loss of ancestral language has been a feature of life in most indigenous communities since the first contact with Europeans, the pace of loss has accelerated in the past 50 years. Among the many hardships such communities face, an especially troubling one is lowered health status. There are indications, however, that language maintenance and revitalization efforts have positive effects on physical and communal health among indigenous populations. The types of language programs currently in place are outlined along with a variety of studies that will measure health improvement outcomes correlated with language revitalization efforts. Such evidence justifies increased support for language revitalization in order to improve health.

Indigenous Languages: Their Threatened Extinction Is a Global Responsibility

2017 ◽  
Author(s):  
Diana Cárdenas ◽  
Roxane de la Sablonnière ◽  
Donald M. Taylor
Keyword(s):  
Bilingual Education ◽  
Indigenous People ◽  
Language Revitalization ◽  
Indigenous Communities ◽  
Well Being ◽  
Cultural Knowledge ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Reversal Theory ◽  
Global Responsibility

Indigenous languages are at the verge of extinction. For many indigenous communities, saving their languages means protecting one of the last-standing symbols of their cultural identity, a symbol that has survived a history of colonization and that can impact their well-being. If indigenous languages are to survive, language revitalization strategies need to be adopted by indigenous communities and governments. One such strategy is language revitalization planning, where communities and governments are actively engaged in changing the way group members use language. Language revitalization plans are often derived from two theoretical stands, either language reversal theory (which adopts a language-autonomy perspective) or language vitality (which focuses on the factors that favor a linguistic group’s survival). Language revitalization strategies also involve some form of bilingual education. Bilingual education in indigenous communities allows indigenous children to learn, and hence to gain competency in, both their indigenous language and the mainstream language. Strong forms of bilingualism, as opposed to weak forms of bilingualism, have great potential for nourishing competency in indigenous languages, because they give equal value to the indigenous language and the mainstream language. Language revitalization strategies also need to consider the collective functions of language, or how groups use their language. Language can be used by groups as a vehicle for cultural knowledge, as a symbol of identity, and as a tool for communicating in formal and informal settings. Strengthening the collective function of indigenous languages is essential to their survival. In the case of indigenous people, every single step taken to revitalize their languages (language planning, bilingual education, and the collective functions of language) is an affirmation of their continuous existence in the world, upholding their distinctiveness from colonizers. This “collective existential affirmation” of indigenous people may very well be the drive needed to achieve language revival.

Becoming the Puppeteer: Reflections on Global Language and Culture by Puppetry Students in Yogyakarta, Indonesia

2020 ◽  
Author(s):  
Susana Ayala ◽  
Keyword(s):  
Communities Of Practice ◽  
Hip Hop ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Language Shift ◽  
Art Teachers ◽  
Theoretical Concepts ◽  
Language And Culture ◽  
Puppet Theater ◽  
Global Language

Puppet theater on the island of Java is an ancient art which has maintained some of its characteristics considered traditional, but has also been transforming innovations such as the wayang with hip-hop music among other popular expressions. The art of puppetry has also been institutionalized and is itself a degree program at the National Institute of Arts of Indonesia. In this paper, I show the outcomes of my research among students and shadow puppet art teachers in Java, Indonesia. There are two special characteristics in training puppeteers: The main use of Jawanese language and the development of communities of practice as ways of working in the teaching and learning process. As such, these contexts motivate students to be constantly reflecting on the Javanese language and culture. I note the process and the reflections of the participants on the Javanese language shift, and the uses of language in puppet performances which consider the reception of young Javanese. To analyze the data, I draw from fieldwork and interviews, I use the theoretical concepts of discursive genres and dialogism proposed by Bakhtin and I propose that the art of puppetry is a social field that encourages vitality and linguistic diversity on the island of Java.

Increasing the Validity of Cross-Cultural Assessments: Use of Improved Methods for Test Adaptations 1Laboratory of Psychometric and Evaluative Research Report No.275. Amherst, MA: University of Massachusetts, School of Education. Paper presented at the 23rd International Congress of Applied Psychology, Madrid, 1994.

1995 ◽  
Vol 11 (3) ◽  
pp. 147-157 ◽  
Author(s):  
Ronald K. Hambleton ◽  
Anil Kanjee
Keyword(s):  
Cross Cultural ◽  
Research Report ◽  
Special Focus ◽  
School Of Education ◽  
Language And Culture ◽  
Evaluative Research ◽  
University Of Massachusetts ◽  
The Many ◽  
Educational Tests ◽  
Improved Methods

Translating or adapting psychological and educational tests from one language and culture to other languages and cultures has been a common practice for almost a hundred years, beginning with Binet's test of intelligence. Despite the long history and the many good reasons for adapting tests, proper methods for conducting test adaptations and establishing score equivalence are not well known by psychologists. The purpose of this paper is to focus attention on judgmental and statistical methods and procedures for adapting tests with special focus on procedures for identifying poorly adapted items. When these methods are correctly applied, the validity of any cross-cultural uses of the adapted test should be increased.

scholarly journals LA EDUCACIÓN INTERCULTURAL Y LAS IDENTIDADES DE GÉNERO, CLASE Y ETNIA

2011 ◽  
Vol 6 (11) ◽  
pp. 273
Author(s):  
Horacio Gómez Lara
Keyword(s):  
Cultural Diversity ◽  
Bilingual Education ◽  
Intercultural Education ◽  
Ethnic Identities ◽  
Educational Policies ◽  
Intercultural Bilingual Education ◽  
Present Context ◽  
San Andres ◽  
Made In

Este trabajo hace referencia a la oportunidad que puede representar la educación intercultural para la resignificación de las identidades de género, etnia y clase. Se reflexiona a partir de la investigación sobre educación realizada en el municipio de San Andrés Larráinzar o Sakamch’en de los Pobres, Chiapas. A partir de los resultados de investigación se argumenta que en el contexto actual en que se está practicando la educación intercultural bilingüe en Chiapas y en el marco de políticas educativas que no son construcciones propias de los pueblos indígenas significan nada más nuevas imposiciones simuladas con los discursos de respeto a la diversidad cultural.   SUMMARY This paper refers to the opportunity that can represent the intercultural education for re-meaning the gender, class and ethnic identities. The work is a reflection from the investigation made in the municipality of San Andrés Larráinzar or Sakamch’en in Chiapas. From the results of investigation is argued that in the present context that the intercultural bilingual education is practicing in Chiapas and in the context of educational policies are not people’s own constructions, mean nothing more new impositions simulated with the speeches of respect for cultural diversity.

The Right of Political Participation of Indigenous Peoples and the UN Declaration on the Rights of Indigenous Peoples

2020 ◽  
Vol 23 (1) ◽  
pp. 109-144
Author(s):  
Daniela Arrese
Keyword(s):  
Political Participation ◽  
Indigenous Peoples ◽  
Indigenous Communities ◽  
Legal Framework ◽  
Specific Approach ◽  
Critical Account ◽  
The Many ◽  
The Right ◽  
Systemic Discrimination ◽  
Electoral Quotas

This article explains the obligations the international legal framework on the rights of indigenous peoples imposes on States regarding the right to political participation, in particular, the 2007 UN Declaration on the Rights of Indigenous Peoples (UNDRIP). Because of the historical exclusion and marginalization of these groups, mere recognition of the right of participation in domestic legal systems is insufficient to ensure the full enjoyment of the right by indigenous communities. Instead, States are obliged to adopt active measures to overcome the systemic discrimination indigenous peoples have been subject to. This article focuses on one of the many aspects of political participation, i.e., electoral participation. It provides both a typology and a critical account of different mechanisms States use to increase and promote the participation of indigenous peoples in electoral processes, specifically in elections for legislative bodies and in constitution-making processes. These mechanisms include the provision for reserved seats in parliament, the creation of special indigenous electoral districts, and the establishment of special electoral quotas for candidacies presented by political parties. The article argues that the effectiveness of each approach cannot be evaluated in abstracto, but must be assessed against the particular context in which a specific approach is adopted. Most importantly, the success of any specific approach should be measured by the extent to which they allow indigenous communities to have an actual chance at influencing political decision-making, particularly in situations that affect them.

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