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How and When to Sign “Hey!” Socialization into Grammar in Z, a 1st Generation Family Sign Language from Mexico
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In: Languages; Volume 7; Issue 2; Pages: 80 (2022)
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Enseñar y aprender matemáticas en lengua indígena. La experiencia del proyecto T'arhexperakua en Michoacán, México
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The Role of Language in Structuring Social Networks Following Market Integration in a Yucatec Maya Population.
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Learning P’urhepecha as a second language: Reflections from a community-based workshop
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In: Living Languages • Lenguas Vivas • Línguas Vivas (2022)
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History reborn: neoliberalism, utopia, and Mexico's student movements in the work of Roberto Bolaño, Eduardo Ruiz Sosa, and Alonso Ruizpalacios
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The Role of Language in Structuring Social Networks Following Market Integration in a Yucatec Maya Population. ...
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What’s your sign for TORTILLA? Documenting lexical variation in Yucatec Maya Sign Languages
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“Our Languages Do Not Die, They are Being Killed”: Indigenismo and its Effects on Indigenous Language Revitalization
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In: Undergraduate Research Symposium Posters (2021)
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A name is not only a referent ; El nombre no es solo un referente
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In: Domínios de Lingu@gem; Vol 15 No 2 (2021): The quest for interdisciplinarity in the Brazilian Onomastics; 604-611 ; Domínios de Lingu@gem; v. 15 n. 2 (2021): A busca pela interdisciplinaridade na Onomástica brasileira; 604-611 ; 1980-5799 (2021)
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What’s your sign for TORTILLA? Documenting lexical variation in Yucatec Maya Sign Languages
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Casas Grandes Ceramics at the Milwaukee Public Museum
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In: Field Notes: A Journal of Collegiate Anthropology (2021)
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An approach to Querétaro´ s anthroponomy of the 19th century (1800-1850) ; Una aproximación a la antroponimia queretana del siglo XIX (1800-1850)
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In: Onomastics from Latin America; Vol. 3 No. 5 (2022): Onomástica desde América Latina ; Onomástica desde América Latina; Vol. 3 Núm. 5 (2022): Onomástica desde América Latina ; Onomastique depuis l'Amérique Latine; Vol. 3 No. 5 (2022): Onomástica desde América Latina ; Onomástica desde América Latina; v. 3 n. 5 (2022): Onomástica desde América Latina ; 2675-2719 (2021)
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Women’s Migration from Mexico Due to Gender Inequality: Psychological Effects of the Language Gap
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The Semantic Pejoration of "Macho"
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In: Borealis: An International Journal of Hispanic Linguistics, Vol 10, Iss 1 (2021) (2021)
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Biliteracy development in Mexican primary education: analysing written expression in P’urhepecha and Spanish
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In: ISSN: 0957-1736 ; EISSN: 1753-2167 ; The Language Learning Journal ; https://hal.archives-ouvertes.fr/hal-02560287 ; The Language Learning Journal, Taylor & Francis, 2020, Endangered and minority language pedagogy, 48 (3), pp.285-299. ⟨10.1080/09571736.2020.1719432⟩ (2020)
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Abstract:
International audience ; In the face of immense pressure from Spanish, the national language, a group of educators in Michoacán are committed to prioritising P’urhepecha in two local primary schools where P’urhepecha is the dominant community language. The history of educational initiatives among the P’urhepecha people illustrates the inconsistent and primarily assimilationist educational environment faced by indigenous populations in Mexico, providing context for the schools’ efforts, which encourage literacy skills in both languages. We analyse the biliteracy development of a group of 4th grade students, qualitatively analysing written production in both P’urhepecha and Spanish, with a focus on patterns in orthographic conventions, lexicon (including borrowing and language mixing), sentence structure, and morpho-syntactic complexity. The students clearly have more developed writing skills in P’urhepecha than in Spanish, producing longer, more coherent texts in their mother tongue, and using more variation in vocabulary and tenses. Yet in both languages, the students find creative and unconventional ways to represent oral language in writing. Through this initial analysis of 24 student essays, we consider the interrelationship among literacy skills in two languages, the impact of this educational initiative in terms of biliteracy development, as well as practical implications for educational practices at the bilingual schools
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Keyword:
[SHS.ANTHRO-SE]Humanities and Social Sciences/Social Anthropology and ethnology; [SHS.EDU]Humanities and Social Sciences/Education; [SHS.LANGUE]Humanities and Social Sciences/Linguistics; biliteracy; indigenous education; Mexico; mother-tongue education; P’urhepecha; written expression
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URL: https://hal.archives-ouvertes.fr/hal-02560287/document https://doi.org/10.1080/09571736.2020.1719432 https://hal.archives-ouvertes.fr/hal-02560287 https://hal.archives-ouvertes.fr/hal-02560287/file/Groff%2BBellamy_2020.pdf
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The imperfective in Central Zapotec: Evidence from Tlacochahuaya Zapotec ...
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Biliteracy development in Mexican primary education: analysing written expression in P’urhepecha and Spanish
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In: ISSN: 0957-1736 ; EISSN: 1753-2167 ; The Language Learning Journal ; https://hal.archives-ouvertes.fr/hal-02560287 ; The Language Learning Journal, Taylor & Francis, 2020, Endangered and minority language pedagogy, 48 (3), pp.285-299. ⟨10.1080/09571736.2020.1719432⟩ (2020)
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"Making our own language": The translanguaging practices of transnational youths in Zacatecas, Mexico
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Cultures of Accountability in Indigenous Early Childhood Education in Mexico ; Culturas de Responsabilização em Educação Infantil no México
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In: Educação & Realidade [Education & Reality]; v. 45, n. 2 (2020) ; Educação & Realidade; v. 45, n. 2 (2020) ; 2175-6236 ; 0100-3143 (2020)
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