Abstract
This paper reports on the implementation of an ambitious bilingual instructional programme in the P'urhepecha-speaking region of Michoacán state in Mexico, the Meseta Tarasca. A curriculum of indigenous language preservation and cultural affirmation, overturning the previous Spanish-only programme, has been developed by a group of indigenous teachers in two P'urhepecha elementary schools, 'Miguel Hidalgo' of San Isidro and 'Benito Juárez' in the neighbouring village of Uringuitiro. Today, the P'urhepecha language is the nucleus of the curriculum. With the previous curriculum largely discredited, the bilingual teachers embarked on a project that would both provide instruction to children in a language they understand, and contribute to the preservation of their indigenous language, which in these communities, in all cases, is children's first language (L1). Being cognizant of the importance of learning Spanish as a second language, a major current planning and curriculum design priority is to find a way to integrate Spanish language instruction into the academic subject areas in accordance with current models of content-based second language teaching.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 171-188 |
| Number of pages | 18 |
| Journal | Language, Culture and Curriculum |
| Volume | 19 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2006 |
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Keywords
- Bilingual curriculum
- Common underlying proficiency
- Indigenous language bilingualism
- Literacy
- Mexico
- Spanish as a second language
ASJC Scopus subject areas
- Linguistics and Language
- Language and Linguistics
- Education
Cite this
The teaching of Spanish as a second language in an indigenous bilingual intercultural curriculum. / Hamel, Rainer Enrique; Francis, Norbert.
In: Language, Culture and Curriculum, Vol. 19, No. 2, 2006, p. 171-188.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The teaching of Spanish as a second language in an indigenous bilingual intercultural curriculum
AU - Hamel, Rainer Enrique
AU - Francis, Norbert
PY - 2006
Y1 - 2006
N2 - This paper reports on the implementation of an ambitious bilingual instructional programme in the P'urhepecha-speaking region of Michoacán state in Mexico, the Meseta Tarasca. A curriculum of indigenous language preservation and cultural affirmation, overturning the previous Spanish-only programme, has been developed by a group of indigenous teachers in two P'urhepecha elementary schools, 'Miguel Hidalgo' of San Isidro and 'Benito Juárez' in the neighbouring village of Uringuitiro. Today, the P'urhepecha language is the nucleus of the curriculum. With the previous curriculum largely discredited, the bilingual teachers embarked on a project that would both provide instruction to children in a language they understand, and contribute to the preservation of their indigenous language, which in these communities, in all cases, is children's first language (L1). Being cognizant of the importance of learning Spanish as a second language, a major current planning and curriculum design priority is to find a way to integrate Spanish language instruction into the academic subject areas in accordance with current models of content-based second language teaching.
AB - This paper reports on the implementation of an ambitious bilingual instructional programme in the P'urhepecha-speaking region of Michoacán state in Mexico, the Meseta Tarasca. A curriculum of indigenous language preservation and cultural affirmation, overturning the previous Spanish-only programme, has been developed by a group of indigenous teachers in two P'urhepecha elementary schools, 'Miguel Hidalgo' of San Isidro and 'Benito Juárez' in the neighbouring village of Uringuitiro. Today, the P'urhepecha language is the nucleus of the curriculum. With the previous curriculum largely discredited, the bilingual teachers embarked on a project that would both provide instruction to children in a language they understand, and contribute to the preservation of their indigenous language, which in these communities, in all cases, is children's first language (L1). Being cognizant of the importance of learning Spanish as a second language, a major current planning and curriculum design priority is to find a way to integrate Spanish language instruction into the academic subject areas in accordance with current models of content-based second language teaching.
KW - Bilingual curriculum
KW - Common underlying proficiency
KW - Indigenous language bilingualism
KW - Literacy
KW - Mexico
KW - Spanish as a second language
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UR - http://www.scopus.com/inward/citedby.url?scp=33750375206&partnerID=8YFLogxK
U2 - 10.2167/lcc313.0
DO - 10.2167/lcc313.0
M3 - Article
AN - SCOPUS:33750375206
VL - 19
SP - 171
EP - 188
JO - Language, Culture and Curriculum
JF - Language, Culture and Curriculum
SN - 0790-8318
IS - 2
ER -