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] -->

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 Bilingual Education in Guatemala

2015 ◽  
Vol 4 ◽  
pp. 71-89
Author(s):  
Adriana Soto‐Corominas
Keyword(s):  
Bilingual Education ◽  
Language Shift ◽  
Indigenous Languages ◽  
Mayan Languages ◽  
Intercultural Bilingual Education ◽  
Semistructured Interviews ◽  
The Government

Language shift is a phenomenon by which one language is lost and replaced by another one. This project focuses on the language shift process happening in Guatemala, a country where the majority language, Spanish, coexists with 24 Indigenous languages. The objective of this project was to assess the role and development of the Intercultural Bilingual Education (IBE) model, which was implemented with the aim of promoting a type of education that would integrate the cultures and languages of the country. In order to carry out this project, teachers from different schools and members of the government and of the Academy of Mayan Languages were contacted. Data were gathered by means of informal, semistructured interviews. After analyzing the data, it became clear that the IBE model was not being implemented as it was supposed to be and, therefore, the language shift process continues following its course in the country.

Understanding CLIL from an ELF perspective: language in Taiwanese primary bilingual education

2021 ◽  
Vol 10 (2) ◽  
pp. 209-233
Author(s):  
Inmaculada Pineda ◽  
Wenli Tsou
Keyword(s):  
Bilingual Education ◽  
Teaching And Learning ◽  
L2 Proficiency ◽  
Related Language ◽  
Class Management ◽  
Academic Communication ◽  
Teachers Training ◽  
L1 And L2 ◽  
Linguistic Backgrounds ◽  
Language Content

Abstract Recent global developments have intensified the use of English as a lingua franca (ELF), the principal means of communication employed among speakers of different linguistic backgrounds to interact worldwide. Consequently, there has been a growing interest in the pedagogical implications and applications of ELF in language teaching and learning. Few works, though, have investigated the influence of ELF in bilingual education such as in Content and Language Integrated Learning (CLIL). The current paper describes the design and implementation of a CLIL + ELF observation tool that was used to study a pilot CLIL program in Taiwan and to anticipate CLIL teachers’ training needs. The data collected from the rubric were contrasted with several unstructured interviews. The rubric contains 10 criteria developed from previous CLIL and ELF studies including: learners’ L1 and L2 proficiency; teachers’ L2 proficiency; teachers’ ability to reflect upon their practice; their familiarity with CLIL and ELF methodologies; and the school’s commitment to bilingual education and language policy considerations. Using these criteria, the researchers identified many positive results such as teachers’ growing familiarity with CLIL and their use of class management language, content-related language, and academic communication. The study also suggests areas for improvement such as the need for teacher training regarding ELF.

scholarly journals Te Hā o Te Reo

2020 ◽  
Vol 1 (3) ◽  
pp. 01-15
Author(s):  
Maria Celina Bortolotto ◽  
Arianna Berardi-Wiltshire
Keyword(s):  
Classroom Management ◽  
Classroom Practices ◽  
Qualitative Case Study ◽  
Qualitative Interview ◽  
Indigenous Languages ◽  
Pedagogical Practices ◽  
Chief Designer ◽  
Course Content ◽  
Kaupapa Māori

  Drawn from a talk presented at the 2019 Viva Lingua Viva indigenous languages event in Rio de Janeiro, Brazil, this article presents the findings of a qualitative case study focused on a 10-week Māori language programme, Te Hā o te Reo (“the essence of the language”) offered to staff at a New Zealand university. The article reports on the pedagogical practices employed in the course through a discussion of qualitative interview data collected for a wider study on the experiences of non-Māori students of Te Reo Māori as a second language. The analysis presents insights from a sample of adult student participants and by the courses’ chief designer and teacher. A focussed consideration of four key classroom practices suggests a teaching approach based on three Māori culture-specific pedagogical principles (Whanaungatanga—relationship-based learning; Koakoa—joy, humour; Kaupapa Māori—Māori principles and worldview), which are found to shape both course content and classroom management in ways that are well aligned with student’s needs and expectations.  

scholarly journals The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

10.28945/2227 ◽  
2015 ◽  
Vol 14 ◽  
pp. 161-178 ◽  
Author(s):  
Dana Ruggiero ◽  
Christopher J. Mong
Keyword(s):  
Professional Development ◽  
United States ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Teaching Style ◽  
The United States ◽  
Pedagogical Practices ◽  
Full Time ◽  
K 12

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

scholarly journals The world’s hotspot of linguistic and biocultural diversity under threat

2021 ◽  
Author(s):  
Alfred Kik ◽  
Martin Adamec ◽  
Alexandra Y. Aikhenvald ◽  
Jarmila Bajzekova ◽  
Nigel Baro ◽  
...  
Keyword(s):  
Native Species ◽  
Language Use ◽  
Language Skills ◽  
Indigenous Languages ◽  
Rapid Decline ◽  
Language Loss ◽  
Language Attrition ◽  
Next Generation ◽  
Key Factors ◽  
Individual Level

AbstractPapua New Guinea is home to >10% of the world’s languages and rich and varied biocultural knowledge, but the future of this diversity remains unclear. We measured language skills of 6,190 students speaking 392 languages (5.5% of the global total) and modelled their future trends, using individual-level variables characterizing family language use, socio-economic conditions, student’s skills, and language traits. This approach showed that only 58% of the students, compared to 91% of their parents, were fluent in indigenous languages, while the trends in key drivers of language skills (language use at home, proportion of mixed-language families, urbanization, students’ traditional skills) predicted accelerating decline of fluency, to an estimated 26% in the next generation of students. Ethnobiological knowledge declined in close parallel with language skills. Varied medicinal plant uses known to the students speaking indigenous languages are replaced by a few, mostly non-native species for the students speaking English or Tok Pisin, the national lingua franca. Most (88%) students want to teach indigenous language to their children. While crucial for keeping languages alive, this intention faces powerful external pressures as key factors (education, cash economy, road networks, urbanization) associated with language attrition are valued in contemporary society.Significance StatementAround the world, more than 7,000 languages are spoken, most of them by small populations of speakers in the tropics. Globalization puts small languages at a disadvantage, but our understanding of the drivers and rate of language loss remains incomplete. When we tested key factors causing language attrition among Papua New Guinean students speaking 392 different indigenous languages, we found an unexpectedly rapid decline in their language skills compared to their parents and predicted further acceleration of language loss in the next generation. Language attrition was accompanied by decline in the traditional knowledge of nature among the students, pointing to an uncertain future for languages and biocultural knowledge in the most linguistically diverse place on Earth.

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.

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