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Vienna Working Papers in Canadian Studies Vol. 2 (2019) Building Bridges, Breaking Barriers: Canada in the 21st Century/Construire des ponts, Franchir les obstacles: Le Canada au 21ème siècle ...
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Vienna Working Papers in Canadian Studies Vol. 2 (2019) Building Bridges, Breaking Barriers: Canada in the 21st Century/Construire des ponts, Franchir les obstacles: Le Canada au 21ème siècle ...
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UMaine News Bilingual signage — English and Penobscot — now at UMaine
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In: Social Justice: Diversity, Equity, & Inclusion (2019)
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For the Culture: The Importance of a Critical Social Theory within the Music Education Classroom
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In: Senior Honors Theses (2019)
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Language of the Land: The Politics of Mapudungun Language Death and Revitalization in Chile
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Explorers and Missionaries: the making the Marquesas one word at a time
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2019)
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Association of modifiable risk factors with dental caries among Indigenous and Nonindigenous children in Australia
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South Pacific Englishes: A Sociolinguistic and Morphosyntactic Profile of Fiji English, Samoan English and Cook Islands English.
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King J. - : SAGE Publications, 2019
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The persistence of purism: Authenticity in Māori language revitalisation
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Exploring the opportunities and challenges of the digital world for early childhood services with vulnerable children
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Kaimangatanga: Maori Perspectives on Veganism and Plant-based Kai
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In: Animal Studies Journal (2019)
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Songs from the Stations: Wajarra as Performed by Ronnie Wavehill Wirrpnga, Topsy Dodd Ngarnjal and Dandy Danbayarri at Kalkaringi (front matter and introduction)
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INTIMATE INDIGENEITIES: ASPIRATIONAL AFFECTIVE SOLIDARITY IN 21 ST CENTURY INDIGENOUS MEXICAN REPRESENTATION
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In: Theses and Dissertations--Hispanic Studies (2019)
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Youth Bilingualism, Identity And Quechua Language Planning And Policy In The Urban Peruvian Andes
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In: Publicly Accessible Penn Dissertations (2019)
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Abstract:
Quechua language education and research has long been relegated to rural areas and elementary schools of the Andes. Nonetheless, current language policy in the southern Peruvian region of Cusco has opened new opportunities for Quechua, a minoritized Indigenous language, to be taught in cities and towns and in high schools. In this sociolinguistic context, this dissertation explores what it means for youth in the contemporary urban Andes to be speakers and learners of Quechua, as well as how youth influence the maintenance of Quechua in contexts of ongoing language shift to Spanish. Through a 20-month long ethnographic and participatory study in Urubamba, a provincial capital of the region of Cusco, and its surrounding areas, I examine youth bilingualism and identity positionings spanning school and out-of- school experiences. Using a sociolinguistic and linguistic anthropological framework, this study contributes to educational research and practice on language planning and policy (LPP) in the Andes and other Indigenous contexts. Throughout the dissertation, I describe youth Quechua language learning trajectories and repertoires, highlighting similarities and differences among three groups of youth: altura, valley and non-Quechua speaker youth. Youth repertoires are heterogeneous and dynamic and their language trajectories are intimately linked to social relationships, identity positionings, racialized trajectories, language ideologies and institutions. Varying access to language learning opportunities, raciolinguistic hierarchies, and ideologies which question and invisibilize youth proficiency and interest in Quechua, as evidenced in school and family practices, are some of the forces which youth at times reproduce, question and above all negotiate on an everyday basis. How youth understand themselves as learners and/or speakers of Quechua is characterized by complexity and ambivalence, grounded in a context of (growing) Quechua LPP activities, symbolic and utilitarian recognition of Quechua, as well as ongoing inequality and discrimination. There are, and will probably continue to be, many painful and deep-seated societal and local forces which work against many of youth’s interests in Quechua language maintenance. Considering youth perspectives reminds us of the importance of continuing to imagine and create better conditions for current and future Indigenous language speakers and learners to pursue their dreams, hopes and aspirations.
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Keyword:
and Multicultural Education; Andean sociolinguistics; Anthropological Linguistics and Sociolinguistics; Bilingual; Indigenous language education; intercultural bilingual education; language planning and policy; Latin American Languages and Societies; Latin American Studies; Multilingual; Quechua; youth bilingualism and identity
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URL: https://repository.upenn.edu/cgi/viewcontent.cgi?article=5079&context=edissertations
https://repository.upenn.edu/edissertations/3293
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Recovering our Roots: The Importance of Salish Ethnobotanical Knowledge and Traditional Food Systems to Community Wellbeing on the Flathead Indian Reservation in Montana.
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In: Graduate Student Theses, Dissertations, & Professional Papers (2019)
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The Tradition of Cassava Rice Eating: Communication Patterns of Sunda Wiwitan Indigenous Families in Cultural Heritage in Cireundeu Village, Cimahi City, West Java
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In: Library Philosophy and Practice (e-journal) (2019)
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