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.
Drawing on an ethnographic monitoring engagement with Kichwa intercultural bilingual educators in the Peruvian Amazon, we argue for ethnographic monitoring as a method and the continua of biliteracy as a heuristic for mapping biliteracy teaching in Indigenous contexts of bilingualism. Through our mapping, we uncover tensions in the teaching of majoritized languages in Indigenous contexts of postcoloniality, challenge constructs of student shyness, and propose pedagogies to support the flourishing of student voice in bilingual education.Basadas en una experiencia de monitoreo etnográfico con maestros Kichwas interculturales bilingües de la Amazonía peruana, proponemos el uso del monitoreo etnográfico como método y los continuos de biliteracidad como lentes para mapear la enseñanza de biliteracidad en contextos indígenas de bilingüismo. A través de nuestro mapeo, revelamos tensiones en la enseñanza de lenguas mayoritarias en contextos de postcolonialidad, cuestionamos constructos de timidez, y proponemos pedagogías para apoyar el desarrollo de voz en la educación bilingüe. [Peruvian Amazon, ethnographic monitoring, bilingual education, Spanish as second language, pedagogies of voice]
Bilingüe (EIB) presenta un desafío, dado la supremacía de paradigmas positivistas, metodologías cuantitativas y el discurso académico monolingüe en castellano como referentes privilegiados. En este estudio sistematizamos una experiencia de enseñanza de la investigación (2016-2019) en un programa de formación en EIB en una universidad privada de Lima, con el propósito de aportar a la pedagogía descolonizadora en el campo de la investigación. A través del análisis de reflexiones autoetnográficas, testimonios de estudiantes recogidos en 5 entrevistas a profundidad y más de 30 trabajos de tesis, exploramos las siguientes preguntas: ¿Cómo se ha construido esta pedagogía descolonizadora de la investigación, para potencializar a los jóvenes investigadores desde su práctica educativa y desde su cultura? Y, ¿cuáles son las experiencias y reflexiones de las y los estudiantes egresados de EIB sobre ese proceso? Nuestros hallazgos dan a conocer las diversas identidades, epistemologías y prácticas comunicativas que son parte de, y constituyen, el proceso de enseñanza-aprendizaje de la investigación, el cual asumimos como una construcción colectiva y continua. Concluimos que las pedagogías descolonizadoras en el campo de la investigación buscan reivindicar y reafirmar los saberes, identidades, prácticas comunicativas y maneras de relacionarse de los pueblos originarios, así como la apropiación crítica y reflexiva de los aportes de otras tradiciones culturales por parte de los estudiantes-investigadores, con el fin de comprender y transformar la realidad educativa.Palabras clave: investigación descolonizadora, educación superior Indígena, formación docente, educación intercultural bilingüe.
Language revitalization efforts have been critiqued for creating and reproducing linguistic, epistemological, and pedagogical hierarchies that might run counter to a community’s needs and interests. Drawing on a seven-year ethnographic and collaborative research with the Maya cultural promoters of the Caste War Museum in Tihosuco, Mexico, we describe the dynamics of our Maya language reclamation partnership focusing on the creation of bilingual comic books and summer workshops for children. These experiences show a slow but steady language reclamation approach based on the concern for younger generations to feel comfortable to claim their right to speak and learn Maya and on their fondness for Maya language and culture. We argue that the construction, negotiation, and assertion of linguistic and pedagogical authority among all participating actors is central to reclamation projects, and that these processes are impacted by outsider researchers-collaborators in ways that can support but also potentially harm these language efforts. This paper sheds light on the various tensions lived in long-term language reclamation projects, recognizing the need for outsider researchers to turn our reflexive gaze inwards and consider how we can bring to the fore practices we can celebrate as well as address and transform those that cause discomfort and uncertainty.
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