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Hits 17.641 – 17.653 of 17.653
| 17641 |
Erique Tafoya
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In: National Hispanic Cultural Center History and Literary Arts Barelas Community Collection Box 275 Folder: Enrique Tafoya (Unknown)
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| 17642 |
Factores externos en la percepción de las consonantes silábicas y la schwa en inglés
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| 17643 |
Lagunekin euskaraz: gazteen lagunarteko hizkera lantzeko proposamen didaktikoa
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| 17645 |
La metodología CLIL: análisis en 6º curso de su aplicación y resultados
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| 17646 |
Intonational analysis of the variety of Spanish spoken in Cáceres ; Aproximación entonativa al español hablado en Cáceres
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| 17648 |
Mental Imagery and Affect in English/French Bilingual Readers: A Cross-Linguistic Perspective
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| 17649 |
Speech-language intervention in schizophrenia: an integrative review
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In: Revista CEFAC, Vol 20, Iss 2, Pp 238-246
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| 17650 |
Asociación entre el patrón postural cefálico y la inteligibilidad articulatoria del habla
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In: Revista CEFAC, Vol 18, Iss 4, Pp 818-827
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| 17651 |
Análise da produção escrita de surdos alfabetizados com proposta bilíngue: implicações para a prática pedagógica
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 4, Pp 957-986
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| 17652 |
Sobreposição no desenvolvimento bilíngue bimodal
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 4, Pp 799-834
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| 17653 |
Bilingual education, indigenous language and culture: the case of Apyãwa Tapirapé
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 2, Pp 335-351
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Abstract:
Bilingual schools are recognized as an important resource to increase the chances of language survival but in many cases have proven to be ineffective. Within the Apyãwa Tapirapé Indian Tribe (central Brazil), an effective bilingual school does exist; however, this study shows that even a successful school brings complications for the community. Audio-recorded interviews, in which teachers and leaders discuss their bilingual school and its consequences for the Apyãwa Tapirapé people, reveal that they feel that the school has changed the Apyãwa Tapirapé lifestyle in both negative and positive ways. A continuous evaluation and ongoing reconstruction of educational aspects is proposed as a way to both attend to the needs and to relieve the worries of groups like the Apyãwa Tapirapé with respect to the impact of their school on the community.
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Keyword:
Apyãwa Tapirapé; bilingual school; indigenous culture; indigenous language; P1-1091; Philology. Linguistics; Portuguese
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URL: https://doi.org/10.1590/S1984-63982014000200006
https://doaj.org/article/c426be1ab4514d808e4d2587a2af599d
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