scholarly journals Empowerment through intercultural learning. The contribution of indigenous people in Latin America

2015 ◽  
Vol 21 (3) ◽  
pp. 51-64
Author(s):  
Beate Schmidt-Behlau
Keyword(s):  
Latin America ◽  
Bilingual Education ◽  
Indigenous People ◽  
Indigenous Languages ◽  
Development Work ◽  
Global Learning ◽  
Learning And Development ◽  
Intercultural Learning ◽  
Development Education ◽  
Intercultural Bilingual Education

This article focuses on the triangle of intercultural learning – global learning and development education in which DDV International’s work is situated. It outlines the development of intercultural bilingual education as well as the situation of the indigenous people in Latin America. Some of the indigenous languages are at risk of extinction and with them also the indigenous knowledge attached to it. Once they are lost, intercultural learning through these languages and cultures will not be possible anymore. Drawing on research and some results of the intercultural bilingual education the article highlights the role and importance of intercultural learning, and the potential for empowerment and transformation based on the dialogue between the indigenous and western cultures that occurs in development work.

scholarly journals La planificación lingüística del Maya yucateco y la educación bilingüe en Yucatán

2020 ◽  
Vol 28 ◽  
pp. 134
Author(s):  
Anne Marie Guerrettaz ◽  
Eric J. Johnson ◽  
Gisela Ernst-Slavit
Keyword(s):  
Bilingual Education ◽  
Applied Linguistics ◽  
Ethnographic Study ◽  
Indigenous Languages ◽  
Pedagogical Practices ◽  
Rapid Decline ◽  
Language Program ◽  
Related Language ◽  
Intercultural Bilingual Education ◽  
K 12

The rapid decline of indigenous languages represents one of the most troubling topics within applied linguistics. Teachers’ implementation of indigenous language planning through their pedagogical practices is a significant but under-researched issue. This ethnographic study examines a Maya language program (i.e., professional development) for 1,600 teachers in the Yucatan’s Intercultural Bilingual Education (EIB) system, and K-12 schools in Maya-speaking communities where they worked. Using longitudinal data (2010-2016), analysis centered on the creation and promulgation of the Norms of Writing for the Maya Language (2014) and related language policy. Findings illustrate: 1) the importance of increasing the quantity of Maya-speaking teachers, and 2) a clash between widespread orthographic variation in Maya and teachers’ standard language-culture. The new standard has not been implemented in EIB, which still does not in practice require Maya proficiency of teachers. This research discusses possible benefits and risks of a standard Maya for EIB.

scholarly journals Re-pensando el Lugar de las Lenguas Indígenas en Chile: Globalización y Educación Intercultural Bilingüe (Re-thinking the Place of Indigenous Languages in Chile: Globalization and Intercultural Bilingual Education) (pp. 26-44)

2013 ◽  
Vol 15 (3) ◽  
Author(s):  
Rukmini Becerra Lubies ◽  
Felipe Hasler ◽  
Simona Mayo
Keyword(s):  
Bilingual Education ◽  
Critical Analysis ◽  
Language Education ◽  
Negative Influence ◽  
Indigenous Languages ◽  
Font Size ◽  
Intercultural Bilingual Education ◽  
The Relationship ◽  
Globalization From Below

<p class="Textofarticle" style="text-align: justify;"><span style="font-size: 10px;">Este art&iacute;culo enfatiza la importancia de develar la relaci&oacute;n entre lenguaje, educaci&oacute;n y globalizaci&oacute;n. Enfoc&aacute;ndonos en el caso de la Educaci&oacute;n Intercultural Biling&uuml;e en Chile y sus esfuerzos de revitalizaci&oacute;n del mapudungun, argumentamos que es posible desafiar la influencia negativa de la globalizaci&oacute;n si se hace expl&iacute;cita la relaci&oacute;n entre lenguaje, educaci&oacute;n y globalizaci&oacute;n. Igualmente se incluye la noci&oacute;n de globalizaci&oacute;n desde abajo (Appadurai, 2000) como lente principal para dicho argumento. Junto con esta propuesta, son centrales para este estudio las contribuciones de Freire (1970) y Bourdieu (1994). A trav&eacute;s de dichas perspectivas se analizan tres problemas derivados de la ausencia de un examen cr&iacute;tico de la globalizaci&oacute;n. (Este art&iacute;culo se ofrece solamente en espa&ntilde;ol.)</span></p><p>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~</p><p>This study emphasizes the importance of uncovering the relationship between language, education and globalization. Focusing on the case of Intercultural Bilingual Education in Chile and its efforts to revitalize Mapudungun, we argue that the negative influence of globalization could be reduced if we make explicit the relationship between language, education and globalization. In this respect we include the notion globalization from below (Appadurai, 2000) a main lens for our argument. Along with this proposal, central to this study are the contributions of Freire (1970) and Bourdieu (1994). Through these perspectives, we analyze three problems arising from the absence of a critical analysis of globalization. (This article is provided only in Spanish.)</p><div style="text-align: justify;"><br /></div><!--[endif] -->

Indigenous languages and intercultural bilingual education in Bolivia

Prospects ◽  
1990 ◽  
Vol 20 (3) ◽  
pp. 321-329 ◽  
Author(s):  
Xavier Albó ◽  
Lucía d'Emilio
Keyword(s):  
Bilingual Education ◽  
Indigenous Languages ◽  
Intercultural Bilingual Education

scholarly journals Assessment of Intercultural Bilingual Education in the Brazilian State of Amazonas

2016 ◽  
Vol 12 (4) ◽  
pp. 60-82
Author(s):  
Olivier Meunier
Keyword(s):  
Latin America ◽  
Bilingual Education ◽  
Informal Education ◽  
Cultural Knowledge ◽  
Native People ◽  
Historical Background ◽  
Intercultural Bilingual Education ◽  
Indigenous Territories ◽  
Amazonas State ◽  
Almost All

In Brazil, and more generally, in Latin America, the struggle of the indigenous movements for the demarcation of their ancestral land and the development of an intercultural education contributed to the constitutional changes of the 1980s, which led these states to regard themselves as a multicultural nation and to recognize specific collective rights to native people and tribes living on their territory. This dynamic deals with the scope of a democratic transition and a decentralization process which characterizes a new form of governance of almost all Latin America countries where the indigenous territories and the resources at their disposal can be preserved. By giving the possibility to formulate another vision of the school education based on a dialectic between indigenous knowledge and school knowledge in a sustainable developmental perspective of the indigenous territories, new experiments started to be expanded from the 1990s. This article advances the discussion between globalized and localized educational practices. It enlightens the debate between the homogenization of school systems and other alternatives such as the use of traditional knowledge. It focuses on socio-cultural knowledge and its intersection between formal and informal education. The first section of this paper presents the theoretical framework of my research and its methodology. The second section discusses, in a historical background, how the Brazilian indigenous public policies were implemented. In the third section, I use my fieldwork data to examine and analyze the advent and the development of intercultural bilingual education (IBE) in two regions of Amazonas state (Alto Solimões and Alto Rio Negro) among the Ticuna, Baniwa, and Tukano people during the 1990s and 2000s.

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.

Translation and Interpreting in the Indigenous Languages of Peru

2020 ◽  
pp. 127-147
Author(s):  
Raquel De Pedro Ricoy ◽  
Luis Andrade Ciudad
Keyword(s):  
Latin America ◽  
Public Sector ◽  
Indigenous People ◽  
21St Century ◽  
Service Provision ◽  
Civil Servants ◽  
Indigenous Languages ◽  
The Other ◽  
The Public ◽  
The One

This chapter presents an overview of translation and interpreting between Spanish and the estimated 48 indigenous languages spoken in 21st-century Peru. After contextualizing the Peruvian case in a framework that outlines contemporary translation policies for indigenous languages in Latin America, it discusses the state-sponsored training for self-identified indigenous people in Peru as well as the regulated language service provision in the public sector, including justice, health, and prior consultation processes. In addition, it acknowledges the agency of untrained, mostly female, indigenous people who routinely facilitate exchanges between members of their communities, on the one hand, and monolingual Spanish civil servants and other members of society, on the other.

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