Bilingual Education for Indigenous Communities in Mexico

Hamel, Rainer Enrique

doi:10.1007/978-0-387-30424-3_133

Cited by 22 publications

(23 citation statements)

References 5 publications

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“…Apart from the situations described in this volume, there are many examples of successful teaching through indigenous minority languages in different parts of the world. Some examples can be found in Hawaii, Arizona, New Zealand and Latin America (see McCarty, Romero & Zepeda, 2006;López & Sichra, 2007;Hamel, 2007).…”

Section: Proficiency In Spanishmentioning

confidence: 99%

Achievements and challenges in bilingual and multilingual education in the Basque Country

Cenoz

2008

AILA

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This paper focuses on the use of Basque as the language of instruction. In the first part of the article the situation of Basque in the Basque Country is briefly described and the different possibilities regarding the language(s) of instruction are explained: model A with Spanish as the language of instruction and Basque as a subject; model B with both Basque and Spanish as languages of instruction and model D with Basque as the language of instruction and Spanish as a subject. Then, the results of research studies comparing these three models regarding achievement in Basque, Spanish and other areas of the curriculum are analysed. Finally the article considers the new challenges the Basque educational system is facing. One of these challenges is the need to go from bilingual education to multilingual education by teaching in a more effective way languages of wider communication. Another recent challenge is multiculturalism as a response to the increasing immigrant population which is a new phenomenon in the Basque educational system. The need for a more holistic approach towards multilingualism both in teaching and research is proposed so as to face these new challenges. The Basque Country and BasqueThe Basque Country spreads along the Bay of Biscay, north and south of the Pyrenees in France and Spain. The Basque Country comprises seven provinces, three belong to the French department 'Pyrénées Atlantiques'(Iparraldea) and the other four provinces to two autonomous regions in Spain (the Basque Autonomous Community and Navarre). The total population of the Basque Country is approximately three million and the most populated area is the Basque Autonomous Community (BAC) in Spain with over two million inhabitants.Basque is completely different from French and Spanish and is the only non-Indoeuropean language in Western Europe. French and Spanish are Romance languages and Basque is a language whose origin is unknown. This can clearly be seen when AILA Review 21 (2008), 13-30.

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Section: Proficiency In Spanishmentioning

confidence: 99%

Achievements and challenges in bilingual and multilingual education in the Basque Country

Cenoz

2008

AILA

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“…From this decade onwards, the primary education curriculum DGEI promoted was labelled 'bilingual and bicultural,' although in reality this meant a shared curriculum for all children nationally, irrespective of their mother tongue (Hamel 2016). Building on these integrationist bilingual and bicultural education attempts of the 1970s, educación intercultural bilingüe (EIB) 'intercultural bilingual education' was introduced across Mexico in the 1990s (Hamel 2008). EIB aims to integrate 'content matters and competencies from indigenous funds of knowledge, as well as from national programmes, [and] should be integrated in a culturally and pedagogically appropriate curriculum' (Hamel 2012: 1-2).…”

Section: Indigenous Language and Education In Mexicomentioning

confidence: 99%

Biliteracy development in Mexican primary education: analysing written expression in P’urhepecha and Spanish

Groff

Bellamy

2020

The Language Learning Journal

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In the face of immense pressure from Spanish, the national language, a group of educators in Michoacán are committed to prioritising P'urhepecha in two local primary schools where P'urhepecha is the dominant community language. The history of educational initiatives among the P'urhepecha people illustrates the inconsistent and primarily assimilationist educational environment faced by indigenous populations in Mexico, providing context for the schools' efforts, which encourage literacy skills in both languages. We analyse the biliteracy development of a group of 4th grade students, qualitatively analysing written production in both P'urhepecha and Spanish, with a focus on patterns in orthographic conventions, lexicon (including borrowing and language mixing), sentence structure, and morpho-syntactic complexity. The students clearly have more developed writing skills in P'urhepecha than in Spanish, producing longer, more coherent texts in their mother tongue, and using more variation in vocabulary and tenses. Yet in both languages, the students find creative and unconventional ways to represent oral language in writing. Through this initial analysis of 24 student essays, we consider the interrelationship among literacy skills in two languages, the impact of this educational initiative in terms of biliteracy development, as well as practical implications for educational practices at the bilingual schools.

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“…Stiles 1997;McCarty 2002;King and Benson 2004;May and Hill 2008) refer to the difficulties of finding fluent speakers to be teachers, and ensuring that they are appropriately trained and accredited. Much of this discussion focuses on the linguistic competence of prospective teachers, though Hamel (2008), Peter et al (2011), Ó Laoire (2012 and have drawn attention also to the need for MLM teachers to have specialist pedagogical training which enables them to work effectively in classrooms where the children's competence in the ML varies considerably, and more specifically to develop pupil literacy in both the ML and the 'dominant' language.…”

Section: Professional Development For Teachers In Minoritised Languagmentioning

confidence: 99%

Professional development programmes for teachers moving from majority to minoritised language medium education: lessons from a comparative study

et al. 2016

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Education through the medium of a minoritised language is widely regarded as a critical component of language revitalisation initiatives. Given the demographic and social position of many minoritised languages, however, it may not be easy to find teachers who are fluent and literate in the language, confident about using and teaching it, and prepared for the demands of working in classrooms where the language is the medium of instruction.

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Bilingual Education for Indigenous Communities in Mexico

Cited by 22 publications

References 5 publications

Achievements and challenges in bilingual and multilingual education in the Basque Country

Achievements and challenges in bilingual and multilingual education in the Basque Country

Biliteracy development in Mexican primary education: analysing written expression in P’urhepecha and Spanish

Professional development programmes for teachers moving from majority to minoritised language medium education: lessons from a comparative study

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