scholarly journals Guatemalan Ixil Community Teacher Perspectives of Language Revitalization and Mother Tongue-Based Intercultural Bilingual Education

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Kelly Dalton ◽  
Sarah Hinshaw ◽  
John Knipe
Keyword(s):  
Bilingual Education ◽  
Student Learning ◽  
Mother Tongue ◽  
Language Revitalization ◽  
Teacher Perspectives ◽  
Mother Tongue Education ◽  
Recent Scholarship ◽  
Intercultural Bilingual Education

Recent scholarship indicates several benefits of mother tongue education (MTE) in supporting student learning.

Youth and the repoliticization of Quechua

2019 ◽  
Vol 1 (1) ◽  
pp. 59-82 ◽  
Author(s):  
Virginia Zavala
Keyword(s):  
Young People ◽  
Bilingual Education ◽  
Market Economy ◽  
Urban Youth ◽  
Mother Tongue ◽  
Language Diversity ◽  
Intercultural Bilingual Education ◽  
Key Issues ◽  
Global Identities ◽  
The Way

Abstract In this article, I argue that Intercultural Bilingual Education (IBE) in Peru has turned into a depoliticized endeavor, fed by a modernist national frame and a positivist/ modernist linguistics (García et al., 2017). Situating my discussion amid the context of discourses of IBE, I will focus on Quechua-speaking urban youth activists and the way they challenge three key issues that have been historically entrenched in the discourse of IBE and language diversity in general: the restriction of Quechua speakers to “mother tongue” speakers, the dichotomy between local and global identities, and the defensive stance towards neoliberalism and the market economy. In a context of tensions and challenges for multilingualism and of new circumstances for minoritized languages and their speakers (Pietikainen et al., 2016), these young people are questioning the depoliticized, limiting, and fictitious views of Quechua and Quechuaness from the IBE discourse. Put it differently: they are disinventing Quechua as IBE conceives it and reinventing it within a much more inclusive and politicized project, in a way that should interest educators.

scholarly journals The French-Farsi Simultaneous Early Bilingualism in an Iranian Child—Study on the Regularity of the Presence of the Minority Language in the First Lexical Productions of a Bilingual Child

2017 ◽  
Vol 10 (2) ◽  
pp. 156
Author(s):  
Sahar Jalilian ◽  
Rouhollah Rahmatian ◽  
Parivash Safa ◽  
Roya Letafati
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Mother Tongue ◽  
Parental Attitudes ◽  
Environmental Issues ◽  
Minority Language ◽  
Child Study ◽  
Iranian Child ◽  
Audio Files ◽  
A Minor

In a simultaneous bilingual education, there are many factors that can affect its success, primarily the age of the child and socio-cognitive elements. This phenomenon can be initially studied in the first lexical productions of either language in a child. The present study focuses on the early lexical developments of a child, who lives in the monolingual society of Iran, where there is no linguistic milieu for French, and has been exposed to a bilingual education since birth. Applying Ronjat’s principle of “one parent-one language” (1913), the parents have formed the child’s basic linguistic interactions; the father employs Farsi in his interactions with the child as his mother tongue while the mother uses French as her foreign language. The data is collected from audio files recorded in the period between 18 and 36 months old of the child, containing her everyday interactions with her parents. Through the analysis of the data with the purpose of studying the changes of the presence of the minority language words, i.e. French, in the child’s sentences at different ages, questions are raised regarding the conditions of a persistent presence of both languages and the reason due to which one language positions as a minor means of communication, observing parental attitudes and environmental issues that can influence the language acquisition procedure.

Language policies for Hong Kong schools since 1997

2010 ◽  
Author(s):  
Vincent Kan ◽  
Bob Adamson
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Language Policy ◽  
Mother Tongue ◽  
International Communication ◽  
National Language ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Mother Tongue Education ◽  
Important Means

Francis of Education (print)/1474-8479 (online) Article 2010 Language in education debates in Hong Kong focus on the role and status of English (as the former colonial language and an important means for international communication); Cantonese, the mother tongue of the majority of the population; and Putonghua, the national language of China. This paper examines the language policy formulated in 1997–1998, and finds that it radically departed from previous policies by mandating the use of Cantonese as the medium of instruction in secondary schools. The paper then analyses two subsequent policy revisions and concludes that, while the tonal emphasis on mother-tongue education has remained, the policy revisions have reversed the language policy to previous practices that emphasised the importance of English.

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.

Sign in / Sign up

Export Citation Format

Share Document