The Challenge of New Intercultural Maps: Indigenous Language Revitalization Between Brazil and Aotearoa/New Zealand

Berardi-Wiltshire, Arianna; Whan, Chang; Maia, Marcus; Nascimento, Márcia; Petrucci, Peter R.; Te-Hei, Beatrice Mari Ropata; Warren, Krystal Te Rina

doi:10.1007/978-3-030-02438-3_121

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…Interculturality refers to articulating the encounter of two or more cultures that live in common and shared spaces to generate cultural conflicts and prevent the extinction of one of them (Giménez, 2003; Zavala et al., 2005) and revitalize an indigenous language and culture (Berardi‐Wiltshire et al., 2019; Wroblewski, 2014). Interculturality facilitates these encounters to advance in genuine symmetrical and complementary dialog, reflexively assuming that one group is more dominant.…”

Section: Interculturalitymentioning

confidence: 99%

Can EFL teaching help revitalize the Aymara language and culture? Exploring EFL teachers' practices from Northern Chile

Riquelme‐Sanderson,

Ramos‐Leiva,

González‐Estay

2024

Int J App Linguistics

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Under the premise that revitalization can be attained through multi‐, inter‐, or transdisciplinary fields, this article posits that teaching English as a foreign language (EFL) can aid in revitalizing the Aymara, an indigenous community in Northern Chile, to avoid their cultural and linguistic extinction. This qualitative study explored how EFL teachers’ practices can contribute to revitalizing the Aymara culture and language in schools located in Northern Chile. Ten teachers participated in individual semi‐structured online synchronous interviews and a group interview. The findings revealed two types of practices: (a) non‐intercultural teaching practices that were mediated by personal, educational, and institutional factors, and (b) approximations of intercultural teaching practices where the teachers valued and included Aymara culture, yet they did not generate spaces for intercultural dialog in the classrooms. The study concludes that the approximations of intercultural teaching practices contribute to an initial stage in revitalizing indigenous languages and culture, an implication that should be considered valuable in teacher education programs and the EFL classroom.

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Section: Interculturalitymentioning

confidence: 99%

Can EFL teaching help revitalize the Aymara language and culture? Exploring EFL teachers' practices from Northern Chile

Riquelme‐Sanderson,

Ramos‐Leiva,

González‐Estay

2024

Int J App Linguistics

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Kanhgág Vĩ Mré Ẽg Jykre Pẽ Jagfe - ninho de língua e cultura Kaingang

Nascimento

2020

CadLin

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Nesse artigo apresentamos o projeto Kanhgág vĩ mré ẽg jykre pẽ jagfe - Ninho de língua e cultura Kaingang (cf. NASCIMENTO et al., 2017), desenvolvido na Terra Indígena Nonoai/RS. Inspirado no modelo de educação infantil do povo Māori da Nova Zelândia, conhecido como Kohanga Reo Māori “ninho de língua Māori”, o projeto visa a transmissão intergeracional da língua indígena através de métodos de imersão total. Apresentaremos um relato do processo de implementação do projeto e discutiremos questões fundamentais para o processo de revitalização das línguas indígenas brasileiras a partir dos modelos de revitalização que tem como foco a transmissão intergeracional.

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The Challenge of New Intercultural Maps: Indigenous Language Revitalization Between Brazil and Aotearoa/New Zealand

Cited by 2 publications

References 7 publications

Can EFL teaching help revitalize the Aymara language and culture? Exploring EFL teachers' practices from Northern Chile

Can EFL teaching help revitalize the Aymara language and culture? Exploring EFL teachers' practices from Northern Chile

Kanhgág Vĩ Mré Ẽg Jykre Pẽ Jagfe - ninho de língua e cultura Kaingang

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