Abstract
Although Peru’s Intercultural Bilingual Education (IBE) program has been attempting to pursue new directions, it still carries many ideologies and practices that have defined it since it started half a century ago. In this article, I discuss the way some of these ideologies and practices related to language are reproduced in a preservice teacher training program in one of the capital city’s private universities, which implements a national policy of social inclusion for Quechua-speaking youth from vulnerable contexts. On the basis of diverse dichotomies (L1/L2, Spanish use/Quechua use, Spanish literacy practices/Quechua literacy practices, Quechua speaker/Spanish speaker), the program produces two types of hierarchized subjectivities: one related to the subject educated in Quechua and another related to the subject educated in Spanish, both coming from a conception of languages as discrete codes that go together with fixed ethnolinguistic groups and bounded cultural practices (GARCÍA et al., 2017). In the context of new sociocultural dynamics and bilingualisms, young students in the program subvert these divisions and begin to trace new paths for IBE and Quechua in Perú.
References
ALIM, H. S., RICKFORD, J.; BALL., A. (eds.) (2016). Raciolinguistics: How language shapes our ideas about race. New York: Oxford University Press.
BAILEY, B. (2000). Language and negotiation of racial/ethnic identity among Dominican Americans. Language in Society, 29, 555-582.
BLACKLEDGE, A.; CREESE, A. (2010). Multilingualism: A critical perspective. London: Continuum.
BLOMMAERT, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
BLOMMAERT, J.; BACKUS, E. (2011). Repertoires revisited: “Knowing language” in superdiversity. Working Papers in Urban Language and Literacies, 67.
BLOMMAERT, J.; COLLINS, J.; SLEMBROUCK, S. (2005). Spaces of multilingualism. Language & Communication 25, 197-216.
BUCHOLTZ, M. (2002). Youth and cultural practice. Annual Review of Anthropology, 31: 525-552.
BUCHOLTZ, M. & HALL, K. (2004). Language and identity. In: Duranti, A. (ed.), A companion to linguistic anthropology, Vol. 1. Oxford: Blackwell, pp. 369-394.
CANAGARAJAH, S. (2013). Translingual practice. Global englishes and cosmopolitan relations. New York: Routledge.
CUMMINS, J. (2008). Teaching for transfer: challenging the two solitudes assumption in bilingual education. In: Cummins, J. and Hornberger, N. (eds.), Encyclopedia of Language and Education (vol. 5: Bilingual Education). Boston: Springer, pp. 65-75.
DUCHENE, A.; HELLER, M. (2008). Discourses of Endangerment: Ideology and Interest in the Defense of Languages. New York: Continuum.
DUFF, P. (2011). Second language socialization. In: Duranti, A.; Ochs, E.; Shieffelin, E. (eds.), Handbook of language socialization. Oxford: Blackwell, pp. 564-586.
FLORES, N. & ROSA, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2): 149-171.
GAL, S. (2018). Visions and Revisions of Minority Languages. Standardization and its dilemmas. In: Lane, P.; Costa, J.; de Korne, H. (eds.), Standardizing Minority Languages. Competing Ideologies of Authority and Authenticity in the Global Periphery. New York: Routledge, pp. 222-242.
GARCÍA, M. E. (2005). Making indigenous citizens. Identity development, and multicultural activism in Perú. California: Stanford University Press.
GARCÍA, O. (2005). Positioning heritage languages in the United States. Modern Language Journal, 89 (4): 601-605.
GARCÍA, O. (2009). Bilingual education in the 21st century. A global perspective. New York: Wiley-Blackwell.
GARCÍA, O.; FLORES, N.; SPOTTI, M. (2017). Introduction. Language and society. A critical poststructuralist perspective. In: García, O.; Flores, N.; Spotti, M. (eds.), The Oxford Handbook of Language and Society. Oxford: Oxford University Press, pp. 1-16.
HALL, S. (2010). El trabajo de la representación. In: Restrepo, E.; Walsh, C.; Vich, V. (eds.), Sin garantías. Lima: Instituto de Estudios Peruanos, pp. 445-480.
HELLER, M. (2007). Bilingualism as ideology and practice. In: Heller, M. (ed.), Bilingualism: A social approach. New York: Palgrave, pp. 1-22.
HELLER, M. (2011). Paths to post-nationalism: A critical ethnography of language and identity. Oxford: Oxford University Press.
HILL, J. H. (2002). ‘Expert Rhetorics’ in Advocacy for Endangered Languages: Who is Listening, and What Do They Hear? Journal of Linguistic Anthropology, 12 (2), 119-133.
HORNBERGER, N. (1995). Five vowels or three? Linguistics and politics in Quechua language planning in Perú. In: Tollefson, J. (ed.), Power and inequality in language education. Cambridge: Cambridge University Press, pp.187-205.
HORNBERGER, N. (2000). Bilingual education policy and practice in the andes: Ideological paradox and intercultural possibility. Anthropology and Education Quarterly, 31(2), 173–201.
HORNBERGER, N.; SKILTON-SYLVESTER, E. (2000). Revisiting the continua of biliteracy: International and critical perspectives. Language and Education, 14 (2), 96-122.
HORNBERGER, N.; SWINEHART, K. (2012). Bilingual intercultural education and Andean Hip Hop: Transnational sites for indigenous language and identity. Language in Society 41: 499-525.
INOUE, M. (2003). Speech without a Speaking Body: “Japanese Women’s Language” in Translation. Language and Communication, 23: 315-330.
IRVINE, J. T.; GAL, S. (2000). Language ideology and linguistic differentiation. In: Kroskrity, P. (ed.), Regimes of language. Ideologies, polities and identities. New Mexico: School of American Research Press, pp. 35-84.
IVANIC, R. (2005). Discourses of writing and learning to write. Language and Education, 18 (3), 220-245.
JACQUEMET, M. (2005). Transidiomatic practices: language and power in the age of globalization. Language & Communication, 25: 257-277.
JAFFE, A. (2007). Discourses of endangerment: Contexts and consequences of essentializing discourses. In: Duchene, A.; Heller, M. (eds.), Discourses of endangerment. London: Continuum, pp. 57-75.
JAFFE, A. (2015). Defining the New Speaker. Theoretical Perspectives and Learner Trajectories. International Journal of the Sociology of Language, 231: 21-44.
JOHNSON, D. C. (2013). Language policy. Basingstoke: Palgrave Macmillan.
JØRGENSEN, J.; KARREBAEK, M.S.; MADSEN, L.M.; MØLLER, J. S. (2011). Polylanguaging in Superdiversity. Diversities, 13(2): 23-37.
McCARTY, T. L.; ROMERO-LITTLE, M. E.; WARHOL, L. (2009). Indigenous youth as language policy makers. Journal of Language, Identity and Education, 8: 291-306.
MAKONI, S.; PENNYCOOK, A. (eds.). (2006). Disinventing and reconstituting languages. Clevedon: Multilingual Matters.
MARTIN-JONES, M.; MARTIN, D. (eds.). (2017). Researching Multilingualism. Critical and Ethnographic Perspectives. London: Routledge.
O’ROURKE, B., PUJOLAR, J. & RAMALLO, F. (2015). New speakers of minority languages: The challenging opportunity. International Journal of the Sociology of Language: 231.
OTHEGUY, R.; GARCÍA, O.; REID, W. (2015). Clarifying Translanguaging and Decontructing Named Languages. A Perspective from Linguistics. Applied Linguistics Review, 6 (3): 281-307.
PAVLENKO, A.; BLACKLEDGE, A. (2004). Negotiation of identities in multilingual contexts. Clevedon: Multilingual Matters.
PENNYCOOK, A. (2001). Critical applied linguistics: A critical introduction. New Jersey: Lawrence Erlbaum.
PENNYCOOK, A. (2010). Language as a Local Practice. New York: Routledge.
PIETIKÄINEN, S.; KELLY-HOLMES, H. (2011). Gifting, Service, and Performance: Three eras in Minority-language Media Policy and Practice. International Journal of Applied Linguistics, 21 (1): 51-70.
PIETIKÄINEN, S.; KELLY-HOLMES, H.; JAFFE, A.; COUPLAND, N. (2016). Sociolinguistics from the periphery. Small languages in new circumstances. Cambridge: Cambridge University Press.
Programa Nacional de Becas y Crédito Educativo. (2014). Beca 18. Educación Intercultural Bilingüe. Expediente Técnico. Lima: Ministerio de Educación.
ROSA, J. (2016). Standardization, racialization, languagelessness: Raciolinguistic ideologies across communicative contexts. Journal of Linguistic Anthropology, 26(2): 162-183.
RUIZ, R. (1997). The Empowerment of Language-Minority Students. In: Darder, A.; Torres, R. D. & H. Gutiérrez (eds.), Latinos and Education: A Critical Reader. New York: Routledge, pp. 319-328.
RYMES, B. (2014). Communicating beyond language. Everyday encounters with diversity. London: Routledge.
SCOLLON, R.; SCOLLON, S. W. (2004). Nexus Analysis. Discourse and the Emerging Internet. New York: Routledge.
SHENK, P. S. (2007). “I’m Mexican, remember?” Constructing ethnic identities via authenticating discourse. Journal of Sociolinguistics, 11, 194-220.
STREET, B. (2001). The New Literacy Studies. In: Cushman, E.; Kintgen, E.R.; Kroll, B.M.; Rose, M. (eds.), Literacy: A Critical Sourcebook. Boston: St. Martin’s, pp. 430-442.
TRAPNELL, L.; ZAVALA, V. (2013). Dilemas educativos ante la diversidad. Volumen XIV de la Colección del la Historia del Pensamiento Educativo Peruano. Lima: Derrama Magisterial.
VALDÉS, G. (2017). Entry visa denied: The construction of symbolic language borders in educational settings. In: García, O.; Flores, N. & Spotti, M. (eds.), The Oxford Handbook of Language and Society. Oxford: Oxford University Press, pp. 321-348.
VALDIVIEZO, L. (2009). Bilingual Intercultural Education in Indigenous schools: An ethnography of teacher interpretations of government policy. International Journal of Bilingual Education and Bilingualism, 12(1): 61–79.
WYMAN, L. T., McCARTY, T. L.; NICHOLAS, S. E. (2014). Indigenous Youth and Multilingualism. Language Identity, Ideology, and Practice in Dynamic Cultural Worlds. New York: Routledge.
ZAVALA, V. (2014a). What is Quechua literacy for?: Ideological dilemmas in intercultural bilingual education in the Peruvian Andes. In: Prinsloo, M.; Stroud, C. (eds.), Educating for Language and Literacy Diversity: Mobile Selves. Nueva York: Palgrave Macmillan.
ZAVALA, V. (2014b). An ancestral language to speak with the “Other”: Closing down ideological spaces of a language policy in the Peruvian Andes. Language Policy, 13 (1): 1-20.
ZAVALA, V.; BRAÑEZ, R. (2017). Nuevos bilingüismos y viejas categorías en la formación inicial de docentes. Revista Peruana de Investigación Educativa, 9: 61-84.
ZAVALA, V. (Forthcoming a). Tactics of intersubjectivity and boundary construction in language policy: An Andean case. To appear in Language, Identity and Education.
ZAVALA, V. (Forthcoming b). Jóvenes, activismo y repolitización del quechua. In: Oliart, P. (ed.), Pedagogías del disenso: Creación de nuevos sentidos desde el activismo y la producción cultural.
O periódico Trabalhos em Linguística Aplicada utiliza a licença do Creative Commons (CC), preservando assim, a integridade dos artigos em ambiente de acesso aberto, em que:
- A publicação se reserva o direito de efetuar, nos originais, alterações de ordem normativa, ortográfica e gramatical, com vistas a manter o padrão culto da língua, respeitando, porém, o estilo dos autores;
- Os originais não serão devolvidos aos autores;
- Os autores mantêm os direitos totais sobre seus trabalhos publicados na Trabalhos de Linguística Aplicada, ficando sua reimpressão total ou parcial, depósito ou republicação sujeita à indicação de primeira publicação na revista, por meio da licença CC-BY;
- Deve ser consignada a fonte de publicação original;
- As opiniões emitidas pelos autores dos artigos são de sua exclusiva responsabilidade.