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1. Quechua Language Attitudes and Maintenance in Cuzco, Peru (EJ817833)
Author(s):
Manley, Marilyn S.
Source:
Language Policy, v7 n4 p323-344 Dec 2008
Pub Date:
2008-12-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Language Maintenance; Language Attitudes; Foreign Countries; American Indian Languages; Nongovernmental Organizations; Nonprofit Organizations; Models; Language Planning
Abstract: This article qualitatively and quantitatively investigates the Quechua language attitudes and maintenance practices of the members of two non-profit, non-governmental agencies in Cuzco, Peru. Within their respective agency/community contexts, the members of both groups claim to have significantly more positive attitudes toward Quechua and exhibit more successful Quechua maintenance practices than have been reported for other Quechua speakers in past research. To account for this sharp contrast between the findings of this work and those of other researchers, it is argued that membership in the two agencies plays a role. Furthermore, it is suggested that the two communities described here may serve as models for the creation of other planned home/community environments for Quechua speakers undergoing language shift as well as for the speakers of other endangered languages in general. As such, this work provides two examples of micro-prestige-planning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Vernacular Literacy on the Lake Titicaca High Plains, Peru (EJ747679)
Salomon, Frank; Apaza, Emilio Chambi
Reading Research Quarterly, v41 n3 p304-326 Jul-Sep 2006
2006-00-00
Journal Articles; Opinion Papers; Reports - Research
Descriptors: Literacy; Foreign Countries; Ethnography; Spanish; Speech; Bilingualism; American Indian Languages; Interviews; Linguistics; Alphabets; Indigenous Populations; Cultural Background
Abstract: Ethnographic "New Literacy Studies" question the idea that literacy as such has any uniform effects, arguing instead that effects of literacy inhere in the social practices that impart it. What change, then, does literacy produce where it arrived from two opposed sets of practices? In Quechua-and Aymara-speaking villages on the high plains of Lake Titicaca, universal public schooling is a relatively recent innovation. It overlays an unofficial literacy that racially and linguistically stigmatized peasants acquired up to a century ago as cultural contraband and as a tool of conflict. Field research in 2000-2002 in Azangaro province focuses on Quechua households' memories of acquiring literacy and their ways of reading, making, using, and curating the documents resulting from it. A team of locally rooted researchers interviewed rural herder-farmers about past and present literacy practices. The papers in their household archives, almost all in Spanish, stand poles apart from indigenous Quechua speech. Moreover, the Spanish household papers' use is diglossic as compared to rural Spanish. Yet despite this double dissociation from speech, writing has become deeply involved in traditional practices of social reciprocity, ritual, and song. Writing has somewhat the status of a "parallel language," useful precisely because of its separateness from the hazards of unequal bilingualism. Schools take little notice of these informal traditions. Attention to them might work in favor of improved classroom achievement. (Contains 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Literacies and Quechua Oral Language: Connecting Sociocultural Worlds and Linguistic Resources for Biliteracy Development (EJ746009)
De La Piedra, Maria Teresa
Journal of Early Childhood Literacy, v6 n3 p383-406 2006
Descriptors: Literacy; Oral Language; Psycholinguistics; Ethnography; Rural Areas; Spanish; American Indian Languages; Cultural Context; Foreign Countries; Socioeconomic Background; Bilingualism; Cooperative Learning; Case Studies; Resistance (Psychology); Educational Practices
Abstract: This article presents partial findings of an ethnographic study in a Quechua rural community in the Peruvian Andes. It discusses the uses of hegemonic Spanish literacy practices in the school. These were characterized by emphasis on formal issues over meaning; students lives, cultural, and linguistic resources were ignored. However, there were spontaneous uses of literacy by children that resisted the schools dominant literacy practices. Local literacy practices in other social contexts included the use of oral Quechua in order to make meaning of written text. These are cultural resources that teachers may use in the classroom. The article offers a discussion of "hybrid literacy practices" as possibilities for connecting sociocultural worlds and linguistic resources for biliteracy and academic development. (Contains 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts (EJ747111)
Hornberger, Nancy H.
Journal of Language, Identity & Education, v5 n4 p277-292 2006
Journal Articles; Reports - Descriptive
Descriptors: Foreign Countries; Multilingualism; Malayo Polynesian Languages; American Indian Languages; Language Planning; Language Dominance; Language of Instruction; Children; Language Acquisition; Language Maintenance; Literacy; Indigenous Populations; Heritage Education
Abstract: This article considers instances of biliterate educational practice in contexts of indigenous language revitalization involving Quechua in the South American Andes, Guarani in Paraguay, and Maori in Aotearoa/New Zealand. In these indigenous contexts of sociohistorical and sociolinguistic oppression, the implementation of multilingual language policies through multilingual education brings with it choices, dilemmas, and even contradictions in educational practice. I consider examples of such contentious educational practices from an ecological perspective, using the continua of biliteracy and the notion of voice as analytical heuristics. I suggest that the biliterate use of indigenous children's own or heritage language as medium of instruction alongside the dominant language mediates the dialogism, meaning-making, access to wider discourses, and taking of an active stance that are dimensions of voice. Indigenous voices thus activated can be a powerful force for both enhancing the children's own learning and promoting the maintenance and revitalization of their languages. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Functional Convergence in the Tense, Evidentiality and Aspectual Systems of Quechua Spanish Bilinguals (EJ777585)
Sanchez, Liliana
Bilingualism: Language and Cognition, v7 n2 p147-162 Aug 2004
2004-08-00
Descriptors: Linguistic Borrowing; Grammar; Monolingualism; Interference (Language); Bilingualism; American Indian Languages; Spanish; Morphemes; Linguistic Theory; Comparative Analysis; Morphology (Languages)
Abstract: In this paper, I present an exploratory study on cross-linguistic interference among Quechua-Spanish bilingual children living in a language contact situation. The study focuses on convergence in the tense, aspectual and evidentiality systems of the two languages. While in Quechua past tense features are strongly linked to evidentiality in the matrix of features associated with the functional category Tense, in Spanish, past tense features are linked to aspectual features. The study presents evidence that supports the Functional Convergence Hypothesis according to which syntactic convergence among bilingual speakers is favored when the matrix of features associated with a functional category is partially divergent, as is the case for Tense in Spanish and Quechua. The Spanish results indicate that among bilinguals past tense is associated with evidentiality features and contrast sharply with the results of the monolingual comparison group. Bilingual Quechua results exhibit an incipient emergence of discourse-oriented background and foreground distinctions, similar to those found in Spanish in association with aspectual morphology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Emotional Understanding in Quechua Children from an Agro-Pastoralist Village (EJ816349)
Tenenbaum, Harriet R.; Visscher, Paloma; Pons, Francisco; Harris, Paul L.
International Journal of Behavioral Development, v28 n5 p471-478 2004
2004-00-00
Journal Articles; Reports - Evaluative
Descriptors: Cultural Context; Cognitive Development; American Indians; Comparative Analysis; Emotional Response; Foreign Countries; Tests; Testing; Age Differences; Cognitive Ability
Abstract: Research on children's understanding of emotion has rarely focused on children from nonindustrialised countries, who may develop an understanding at different ages as compared to children reared in industrialised countries. Quechua children from an agro-pastoralist village were given an adapted version of the Test of Emotion Comprehension (TEC) to assess their understanding of nine aspects of emotions. Older children performed better on the entire TEC than younger children. Eight- to 11-year-olds were more accurate in identifying emotions connected to individual desires and to a moral misdemeanour than were 4- to 7-year-olds. In addition, there was a trend for 8- to 11-year-olds to understand external causes of emotions better than 4- to 7-year-olds. Compared to British children, the Quechua children were less accurate overall. However, similar to the British children, certain aspects of emotion (e.g., recognition) were understood at younger ages than others (e.g., regulation), suggesting similar patterns in the sequence of emotional understanding despite the radical difference in cultural context. In contrast to children from industrialised settings, children from this Quechua village have little access to formal education. Moreover, Quechua children have fewer opportunities to engage in discussions about emotions with adults, which may also contribute to how well they performed on the TEC. Suggestions for improving the TEC and including a more naturalistic testing situation are made. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Learning to Construct Verbs in Navajo and Quechua (EJ777160)
Courtney, Ellen H.; Saville-Troike, Muriel
Journal of Child Language, v29 n3 p623-654 Aug 2002
2002-08-00
Descriptors: Semantics; American Indian Languages; Morphology (Languages); Verbs; Grammar; Navajo; Language Acquisition; Oral Language; Phonology; Child Language
Abstract: Navajo and Quechua, both languages with a highly complex morphology, provide intriguing insights into the acquisition of inflectional systems. The development of the verb in the two languages is especially interesting, since the morphology encodes diverse grammatical notions, with the complex verb often constituting the entire sentence. While the verb complex in Navajo is stem-final, with prefixes appended to the stem in a rigid sequence, Quechua verbs are assembled entirely through suffixation, with some variation in affix ordering. We explore issues relevant to the acquisition of verb morphology by children learning Navajo and Quechua as their first language. Our study presents naturalistic speech samples produced by five Navajo children, aged 1;1 to 4;7, and by four Quechua-speaking children, aged 2;0 to 3;5. We centre our analysis on the role of phonological criteria in segmentation of verb stems and affixes, the production of amalgams, the problem of homophony, and the significance of distributional learning and semantic criteria in the development of the verb template. The phenomena observed in our data are discussed in light of several proposals, especially those of Peters, Pinker, Slobin, and Hyams. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Quechua and Spanish, Evidentiality and Aspect: Commentary on Liliana Sanchez (EJ777583)
Muysken, Pieter
Bilingualism: Language and Cognition, v7 n2 p163-164 Aug 2004
Journal Articles; Opinion Papers
Descriptors: Spanish; American Indian Languages; Research Methodology; Linguistic Theory; Grammar; Pragmatics; Inferences; Learning Processes; Language Research; Foreign Countries
Abstract: Liliana Sanchez' paper is a welcome contribution to the growing body of literature on Andean Spanish (cf. a recent survey in Muysken, 2004a), welcome both because a well-motivated and clearly described methodology is used and because it is embedded in an explicit theoretical framework. I do not have reservations about the overall conclusions of the study, but would like to draw attention to three issues: grammatical encoding versus pragmatic inference, the completeness of the analysis, and the issue of form learning versus meaning construction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Peru's Gentle Revolutionary. (EJ673662)
Sweeney, Thomas W.; Toledo, Alejandro
National Museum of the American Indian, v4 n2 p21-25 Sum 2003
2003-00-00
Journal Articles; Opinion Papers; Reports - Descriptive
N/A
Descriptors: American Indians; Civil Rights; Cultural Awareness; Cultural Maintenance; Educational Policy; Ethnic Discrimination; Foreign Countries; Interviews; Latin Americans; Poverty; Presidents; Public Policy
Abstract: Alejandro Toledo, the first Native person to be elected president of Peru, talks about his Quechua roots; his proposed constitutional amendment to ensure equal rights for indigenous peoples; financial support for Native cultural preservation efforts; and his number one priority--to fight poverty through education, focusing on basic education, women's education, rural education, and bilingual education at all levels. (SV) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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10. Kino'jib'alil ri Qati't Qamam--El Pensamiento de Nuestros Abuelos (Our Grandparents' Thinking). [CD-ROM]. (ED472922)
2002-00-00
Guides - Classroom - Learner; Non-Print Media; Multilingual/Bilingual Materials
Descriptors: Instructional Materials; Multimedia Materials; Native Language Instruction; Quechua; Second Language Instruction; Second Language Learning; Teacher Education; Uncommonly Taught Languages
Abstract: This CD-ROM is part of an interactive and dynamic multimedia package of information and games for learning K'iche' and Ixil. Groups of students from each of the four teacher training schools re-enacted various Mayan traditions and documented them in this multimedia CD-ROM. The following presentations are included on the CD-ROM: Uxe'al nutinamit kunel (Raices de mi Pueblo, Cunen); Tatin tuk'tuchin unq'a mayab Ixhil tu tenam naab'a (Costumbres y tradiciones de los Mayas Ixiles de Nebaj); Ri kulunem pa Xo'lab'a'j (Casamiento en la Cultura Maya de Joyabaj); and Uxojowem masat (El Baile del Venado, Sta. Cruz del Quiche). (VWL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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