Rincones de lectura comes to san isidro: New contexts for biliteracy and language maintenance

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Findings from a bilingual Spanish-Náhuatl school in Central Mexico are examined to determine the impact of Spanish language literacy materials on the indigenous language. The new Spanish materials were introduced into the school, located in one of the most linguistically conservative localities in the region of Tlaxcala and Puebla states, as part of a nation-wide progamme to expand access to children’s literature in outlying rural school districts. Observation centred on three aspects of students’ participation in the progamme: (1) language choice and language alternation, (2) interactions with literacy materials, and specifically,(3) the use of the indigenous language in reading and writing activities. The question is raised, whether the goals of generalized literacy and universal access to primary education may be incompatible with the goal of maintaining indigenous languages that have historically been restricted for the most part to oral domains.

Original languageEnglish (US)
Pages (from-to)31-50
Number of pages20
JournalLanguage, Culture and Curriculum
Volume13
Issue number1
DOIs
StatePublished - 2000

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language
literacy
Spanish language
rural school
primary education
school
Mexico
Language Maintenance
Indigenous Languages
Biliteracy
Literacy
district
participation
interaction
student
Interaction
Participation
Language Alternation
Spanish Language
School Districts

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

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abstract = "Findings from a bilingual Spanish-N{\'a}huatl school in Central Mexico are examined to determine the impact of Spanish language literacy materials on the indigenous language. The new Spanish materials were introduced into the school, located in one of the most linguistically conservative localities in the region of Tlaxcala and Puebla states, as part of a nation-wide progamme to expand access to children’s literature in outlying rural school districts. Observation centred on three aspects of students’ participation in the progamme: (1) language choice and language alternation, (2) interactions with literacy materials, and specifically,(3) the use of the indigenous language in reading and writing activities. The question is raised, whether the goals of generalized literacy and universal access to primary education may be incompatible with the goal of maintaining indigenous languages that have historically been restricted for the most part to oral domains.",
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