Bilingual Education in Rural Schools with Native and Non-Native Students: Indigenous-Language Programme Elements for an Inclusive Model

2007 ◽  
Vol 10 (6) ◽  
pp. 723-751 ◽  
Author(s):  
Phyllis Bo-yuen Ngai
Keyword(s):  
Bilingual Education ◽  
Rural Schools ◽  
Indigenous Language ◽  
Native Students

scholarly journals Bilingual education, indigenous language and culture: the case of Apyãwa Tapirapé

2014 ◽  
Vol 14 (2) ◽  
pp. 335-351
Author(s):  
Maria Gorete Neto
Keyword(s):  
Bilingual Education ◽  
Indigenous Language ◽  
Language And Culture ◽  
Central Brazil ◽  
Continuous Evaluation ◽  
Indian Tribe ◽  
Language Survival ◽  
Successful School ◽  
Bilingual School ◽  
The Impact

Bilingual schools are recognized as an important resource to increase the chances of language survival but in many cases have proven to be ineffective. Within the Apyãwa Tapirapé Indian Tribe (central Brazil), an effective bilingual school does exist; however, this study shows that even a successful school brings complications for the community. Audio-recorded interviews, in which teachers and leaders discuss their bilingual school and its consequences for the Apyãwa Tapirapé people, reveal that they feel that the school has changed the Apyãwa Tapirapé lifestyle in both negative and positive ways. A continuous evaluation and ongoing reconstruction of educational aspects is proposed as a way to both attend to the needs and to relieve the worries of groups like the Apyãwa Tapirapé with respect to the impact of their school on the community.

Anarchists and 'the Indian Problem' in Peru, 1898-1927

2020 ◽  
Vol 28 (2) ◽  
pp. 54-75
Author(s):  
Steven J. Hirsch
Keyword(s):  
Bilingual Education ◽  
Indigenous Peoples ◽  
Rural Schools ◽  
Ethnic Communities ◽  
Concerted Effort ◽  
Urban Rural ◽  
The Way

Anarchists' pursuit of indigenous emancipation in Peru has been obfuscated and largely erased in Peruvian historiography. This is attributable in part to a concerted effort by Marxists and national populists (Apristas) to minimise anarchist influence and to arrogate to themselves the role of true defenders and revolutionary allies of Peru's indigenous peoples This article examines the way anarchists understood the nature of Peru's system of domination and the multifarious ways it oppressed, exploited, and marginalised indigenous peoples. They recognised the imperative to overcome urban-rural and coastal-sierra divisions to empower indigenous workers and peasants and to forge multi-ethnic alliances. In doing so, they fostered indigenous syndical organisations, encouraged the formation of indigenous intellectuals and activists, promoted bilingual education, and established study centres and rural schools. They defended indigenous and multi-ethnic communities' rights to land and resources and supported their demands for self-governance. That they were unsuccessful in achieving indigenous emancipation does not negate the important legacy of solidarity and struggle they bequeathed to Peru's current anarchist movement.

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.

One-way immersion in Europe

2014 ◽  
Vol 2 (2) ◽  
pp. 288-302 ◽  
Author(s):  
Niina Nissilä ◽  
Siv Björklund
Keyword(s):  
Bilingual Education ◽  
Basque Country ◽  
Demographic Characteristics ◽  
Indigenous Language ◽  
Immersion Programs ◽  
The Future

One-way immersion programs were originally designed to provide monolingual majority language speakers a good mastery of a second, foreign, heritage, or indigenous language. This article provides a brief overview of the design of one-way-immersion programs as part of bilingual education in Europe by presenting some of the immersion programs from the following contexts: Basque country, Catalonia, Finland, Ireland and Wales. The implementation of these programs in different European contexts is analysed by looking at different functions of the programs and demographic characteristics in their student populations. The article concludes with a discussion on perspectives about and challenges for one-way immersion programs in the future.

A Partnered Approach to Using Data to Improve Rigor and Relationships in Rural Schools

2016 ◽  
Author(s):  
Sara E. Rimm-Kaufman ◽  
Lia Sandilos ◽  
Micela Leis
Keyword(s):  
Rural Schools ◽  
Using Data
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