Language and Ethnicity: Multiple Literacies in Context, Language Education in Guatemala

Abstract

This study focuses on the research literature available in the United States on the evolution of language policy and planning issues involved in bilingual education programs in Mayan communities in Guatemala. I begin with general comments regarding language policy and planning for bilingual programs for ethnic groups within the borders of nation/states. These ethnic groups strive to maintain their ethnic, collective identities, which include their first language, in the context of social, cultural, historical, economic, and political dimensions of daily living. I then describe the research I located on such programs in Guatemala, making connections as I saw them across the dimensions indicated above. Specific gaps in the published research available are indicated in the conclusion, as are ways that the research impacts bilingual practitioners and researchers in the United States.

Bridges to bilingualism: Teachers

“…Bilingual Intercultural Education is the axis in which identity is built and provides the necessary tools so that the four pueblos that cohabit in Guatemala expand their opportunities for local, regional and national growth, achieving full development of their potential in all social areas for a true intercultural coexistence. 2 In a detailed history of language policies in Guatemala, Helmberger (2006) explained that linguistic and ethnic conflicts in Guatemala can be traced to the Spanish Colonization and their efforts to castellanizar the Indigenous people by replacing their languages with Spanish and converting them to Christianity. Even after Guatemala gained its independence in 1821, efforts continued to eliminate Mayan languages and replace them with Spanish.…”

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

“…The Indigenous Mayan civilization flourished in this region of the world until the Spanish colonization of Guatemala in the early 1500s (CIA, 2014;Helmberger, 2006). Through the process of castellanización, a hegemonic ideal that forced the Indigenous peoples to abandon their ways of life, Mayans were taught Spanish for the purposes of converting them to Christianity and for turning them into productive workers (Helmberger, 2006;Richards & Richards, 1997), which resulted in centuries of exploitation, oppression, and racism (Arias, 2006). After Guatemala won their independence in 1821, the Ladino government set policies and actions in place to maintain castellanización by establishing a nation state unified by one culture and one language (Bitar, Pimentel, & Juarez, 2008;Helmberger, 2006).…”

“…The Indigenous peoples were blamed for the difficulties the country faced in creating this unified culture and language. Therefore, the Spanish language was used as a tool to assimilate and oppress Mayans and policies were established that prohibited accommodation or allowance for Mayan languages (Bitar et al, 2008;Helmberger, 2006).…”

“…In the 1940s, the Instituto Indigenista Nacional (IIN) was created to further deal with the "Indian" problem and enforced assimilation projects that supported Spanish as the language of power and prestige (Bitar et al, 2008;Helmberger, 2006). Mother tongue education policies were instituted as a means for Mayans to replace their native languages by gaining fluency in Spanish.…”

“…Mother tongue education policies were instituted as a means for Mayans to replace their native languages by gaining fluency in Spanish. Teachers working with Indigenous students taught literacy in the home language before Spanish (Helmberger, 2006). Furthermore, IIN created a Roman character, Mayan language alphabet that was not inclusive of Mayan dialects but instead favored Spanish sounds and spelling patterns (Helmberger, 2006;Richards & Richards, 1997).…”