Mapping Biliteracy Teaching in Indigenous Contexts: From Student Shyness to Student Voice
About: This article is published in Anthropology & Education Quarterly.The article was published on 2019-03-01. It has received 8 citations till now. The article focuses on the topics: Shyness & Literacy.
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TL;DR: The authors explored affordances and constraints of this research in yielding comparative and cumulative findings on how people interpret and engage with LPP initiatives, highlighting how common-sense wisdom about the perennial gap between policy and practice is given nuance through ethnographic research that identifies and explores intertwining dynamics of top-down and bottom-up LPP activities and processes, monoglossic and heteroglossic language ideologies and practices.
Abstract: A decade ago, Hornberger & Johnson proposed that the ethnography of language planning and policy (ELPP) offers a useful way to understand how people create, interpret, and at times resist language policy and planning (LPP). They envisioned ethnographic investigation of layered LPP ideological and implementational spaces, taking up Hornberger's plea five years earlier for language users, educators, and researchers to fill up and wedge open ideological and implementational spaces for multiple languages, literacies, identities, and practices to flourish and grow rather than dwindle and disappear. With roots going back to the 1980s and 1990s, ethnographic research in LPP had been gathering momentum since the turn of the millennium. This review encompasses selected ethnographic LPP research since 2000, exploring affordances and constraints of this research in yielding comparative and cumulative findings on how people interpret and engage with LPP initiatives. We highlight how common-sense wisdom about the perennial gap between policy and practice is given nuance through ethnographic research that identifies and explores intertwining dynamics of top-down and bottom-up LPP activities and processes, monoglossic and heteroglossic language ideologies and practices, potential equality and actual inequality of languages, and critical and transformative LPP research paradigms.
48 citations
01 Jan 2019
TL;DR: Hornberger et al. as mentioned in this paper explored what it means for youth in the contemporary urban Andes to be speakers and learners of Quechua, as well as how youth influence the maintenance of QueChua in contexts of ongoing language shift to Spanish.
Abstract: Quechua language education and research has long been relegated to rural areas and elementary schools of the Andes. Nonetheless, current language policy in the southern Peruvian region of Cusco has opened new opportunities for Quechua, a minoritized Indigenous language, to be taught in cities and towns and in high schools. In this sociolinguistic context, this dissertation explores what it means for youth in the contemporary urban Andes to be speakers and learners of Quechua, as well as how youth influence the maintenance of Quechua in contexts of ongoing language shift to Spanish. Through a 20-month long ethnographic and participatory study in Urubamba, a provincial capital of the region of Cusco, and its surrounding areas, I examine youth bilingualism and identity positionings spanning school and out-ofschool experiences. Using a sociolinguistic and linguistic anthropological framework, this study contributes to educational research and practice on language planning and policy (LPP) in the Andes and other Indigenous contexts. Throughout the dissertation, I describe youth Quechua language learning trajectories and repertoires, highlighting similarities and differences among three groups of youth: altura, valley and non-Quechua speaker youth. Youth repertoires are heterogeneous and dynamic and their language trajectories are intimately linked to social relationships, identity positionings, racialized trajectories, language ideologies and institutions. Varying access to language learning opportunities, raciolinguistic hierarchies, and ideologies which question and invisibilize youth proficiency and interest in Quechua, as evidenced in school and family practices, are some of the forces which youth at times reproduce, question and above all negotiate on an everyday basis. How youth understand themselves as learners and/or speakers of Quechua is characterized by complexity and ambivalence, grounded in a context of (growing) Quechua LPP activities, symbolic and utilitarian recognition of Quechua, as well as ongoing inequality and discrimination. There are, and will probably continue to be, many painful and deep-seated societal and local forces which work against many of youth’s interests in Quechua language maintenance. Considering youth perspectives reminds us of the importance of continuing to imagine and create better conditions for current and future Indigenous language speakers and learners to pursue their dreams, hopes and aspirations. Degree Type Dissertation Degree Name Doctor of Philosophy (PhD) Graduate Group Education First Advisor Nancy H. Hornberger This dissertation is available at ScholarlyCommons: https://repository.upenn.edu/edissertations/3293
14 citations
TL;DR: One of the central paradoxes of textbook authorship in Indigenous languages is that some of those for whom the textbooks are intended find it challenging to read them as mentioned in this paper, and this paradox has been examined through examining cases.
Abstract: One of the central paradoxes of textbook authorship in Indigenous languages is that some of those for whom the textbooks are intended find it challenging to read them. Here, through examining cases...
8 citations
Cites background from "Mapping Biliteracy Teaching in Indi..."
...Alphabet meetings and orthographic debates Though it is widely known that Amerindian languages have lengthy oral traditions (Hymes 2004; Sherzer and Urban 1986; Tedlock 1983), it is perhaps less well recognised that there are also centuries-old traditions of both non-alphabetic and alphabetic…...
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TL;DR: In this article , a study was carried out in a Spanish rural school, and it aimed to understand which factors affected coexistence and generated situations of exclusion in some families who have recently settled in the village.
Abstract: ABSTRACT The present paper highlights that social inequality in some rural regions can substantially and harshly affect school coexistence. The present study is carried out in a Spanish rural school, and it aimed to understand which factors affected coexistence and generated situations of exclusion. Participant observation and the different voices in contrast – students and teachers – reveal how the environment has generated a situation of exclusion in some families who have recently settled in the village. Furthermore, the unfair socioeconomic situation of the outsiders, legitimated at school by a punitive model of coexistence, turns teachers and students into approving actors of structural violence resulting in the rejection and isolation of some students. Together with the value of ethnography, these results are discussed to transform the teachers’ beliefs and perceptions about coexistence.
2 citations
TL;DR: The continua of biliteracy model as discussed by the authors offers an ecological framework to situate research, teaching, and language policy in multilingual settings, and it has served in the years since as heuristic in research and teaching and program development locally, nationally and internationally in Indigenous, immigrant, diaspora and decolonizing language education contexts.
Abstract: Abstract The continua of biliteracy model offers an ecological framework to situate research, teaching, and language policy in multilingual settings. Biliteracy is understood as “any and all instances in which communication occurs in two (or more) languages in or around writing” and the continua as complex, fluid, and interrelated dimensions of communicative repertoires; it is in the dynamic, rapidly changing and sometimes contested spaces along and across the continua that biliteracy use and learning occur. Formulated in the 1980s in the context of a multi-year, comparative ethnography of language policy in two Philadelphia public schools and communities, the model has served in the years since as heuristic in research, teaching, and program development locally, nationally, and internationally in Indigenous, immigrant, diaspora and decolonizing language education contexts. It has evolved and adapted to accommodate both a changing world and a changing scholarly terrain, foregrounding ethnographic monitoring, mapping, ideological and implementational spaces, voice, and translanguaging, antiracist and decolonial pedagogies in multilingual education policy and practice. I trace this trajectory, highlighting experiences in immigrant contexts of Philadelphia and Indigenous contexts of South Africa, Sweden, and Peru where the continua of biliteracy have informed bilingual program development and Indigenous and second language teaching.
1 citations
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01 Nov 2000
TL;DR: In this paper, the implications of coloniality of power regarding the history of Latin America are discussed, and some of the theoretically necessary questions about the potential implications of colonialism on Latin America's history are opened up.
Abstract: What is termedglobalization is the culmination of a process that began with the constitution of America and colonial/modern Eurocentered capitalism as a new global power. One of the fundamental axes of this model of power is the social classification of the world’s population around the idea of race, a mental construction that expresses the basic experience of colonial domination and pervades the more important dimensions of global power, including its specific rationality: Eurocentrism. The racial axis has a colonial origin and character, but it has proven to be more durable and stable than the colonialism in whose matrix it was established. Therefore, the model of power that is globally hegemonic today presupposes an element of coloniality. In what follows, my primary aim is to open up some of the theoretically necessary questions about the implications of coloniality of power regarding the history of Latin America.1
1,440 citations
TL;DR: This paper examined the language usage of specific groups and attempted to relate it to linguistically distinct dialects and styles on the one hand and variables employed in the study of social interaction on the other.
Abstract: S OCIOLINGUISTICS has been described as the study of verbal behavior in terms of the social characteristics of speakers, their cultural background, and the ecological properties of the environment in which they interact (Hymes 1962; Ervin-Tripp 1964). In this paper we will explore some of the formal aspects of this relationship. We will examine the language usage of specific groups and attempt to relate it to linguistically distinct dialects and styles on the one hand and variables employed in the study of social interaction on the other. The raw material for our study is the distribution of linguistic forms in everyday speech. As is usual in descriptive analysis, these forms are first described in terms of their own internal patterning at the various strata (phonemic, morphemic, etc.) of linguistic structure (Lamb 1964; Gleason 1964). Ultimately, however, the results of this analysis will have to be related to social categories. This condition imposes some important restrictions on the way in which data are gathered. Since social interaction always takes place within particular groups, linguistic source data will have to be made commensurable with such groups. We therefore choose as our universe of analysis a speech community: any human aggregate characterized by regular and frequent interaction over a significant span of time and set off from other such aggregates by differences in the frequency of interaction. Within this socially defined universe forms are selected for study primarily in terms of who uses them and when, regardless of purely grammatical similarities and differences. If two grammatically distinct alternatives are employed within the same population, both will have to be included. On the other hand, in those cases where socially significant differences in behavior are signaled by grammatically minor lexical or phonemic correlates, the latter cannot be omitted from consideration.
637 citations
TL;DR: The authors used the metaphor of ecology of language to explore the ideologies underlying multilingual language policies, and the continua of biliteracy framework as ecological heuristic for situating the challenges faced in implementing them.
Abstract: The one language—one nation ideology of language policy and national identity is no longer the only available one worldwide (if it ever was). Multilingual language policies,which recognize ethnic and linguistic pluralism as resources for nation-building, are increasingly in evidence. These policies, many of which envision implementation through bilingual intercultural education, open up new worlds of possibility for oppressed indigenous and immigrant languages and their speakers,transforming former homogenizing and assimilationist policy discourses into discourses about diversity and emancipation. This article uses the metaphor of ecology oflanguage to explore the ideologies underlying multilingual language policies, and the continua of biliteracy framework as ecological heuristic for situating the challenges faced in implementing them. Specifically, the paper considers community and classroom challenges inherent in implementing these new ideologies,as they are evident in two nations which introduced transformative policies in the early 1990s: post-apartheid South Africa's newConstitution of 1993 and Bolivia's National Education Reform of 1994. It concludes with implications for multilingual language policies in the United States and elsewhere.
561 citations
TL;DR: This paper propose a framework for understanding biliteracy in terms of a series of interrelated continua, defined as micro-macro, oral-literate, monolingual-bilingual, reception-production, oral language-written language, first and second language transfer, simultaneous-successive exposure, similar-dissimilar language structures, and convergent-divergent scripts.
Abstract: Although biliteracy is common worldwide, relatively little scholarly work has attended explicitly to it. This review draws from the literatures on literacy, bilingualism, and the teaching of reading, writing, and second and foreign languages to propose a framework for understanding biliteracy. It argues that the complex array of possible biliteracy configurations can be accounted for by understanding biliteracy in terms of a series of interrelated continua. These continua define the contexts, individual development, and media of biliteracy, and are as follows: micro-macro, oral-literate, monolingual-bilingual, reception-production, oral language-written language, first and second language transfer, simultaneous-successive exposure, similar-dissimilar language structures, and convergent-divergent scripts. An understanding of the intersecting and nested nature of the continua has implications for teaching and research in biliteracy.
521 citations
TL;DR: This paper revisited the continua model from the perspective of several international cases of educational policy and practice in linguistically diverse settings - Brazil, Peru, Ecuador and Bolivia, and from a critical perspective which seeks to make explicit the power relationships which define bi(multi)literacies in these contexts.
Abstract: The continua model of biliteracy offers a framework in which to situate research, teaching, and language planning in linguistically diverse settings. Arguing from this model, and citing examples of Cambodian and Puerto Rican students in Philadelphia's public schools as illustrative of the challenge facing American educators, Hornberger has suggested that the more their learning contexts allow learners to draw on all points of the continua, the greater are the chances for their full biliterate development. The present paper revisits the continua model from the perspective of several international cases of educational policy and practice in linguistically diverse settings - Brazil, Peru, Ecuador and Bolivia, and from a critical perspective which seeks to make explicit the power relationships which define bi(multi)literacies in these contexts. Building from these perspectives and from continuing research in Philadelphia's Cambodian and Puerto Rican communities, we propose an expanded continua model which tak...
286 citations