Guatemalan Ixil Community Teacher Perspectives of Language Revitalization and Mother Tongue-Based Intercultural Bilingual Education

Autor/inn/en	Dalton, Kelly; Hinshaw, Sarah; Knipe, John
Titel	Guatemalan Ixil Community Teacher Perspectives of Language Revitalization and Mother Tongue-Based Intercultural Bilingual Education
Quelle	In: FIRE: Forum for International Research in Education, 5 (2019) 3, S.84-104 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Language Maintenance; Native Language Instruction; American Indian Languages; Case Studies; Language Attitudes; Educational Benefits; Foreign Countries; Death; Power Structure; Elementary School Teachers; Best Practices; Administrator Attitudes; Teacher Role; Grounded Theory; Literacy; Bilingual Education; Teaching Methods; Cultural Awareness; Language Minorities; Civil Rights; Guatemala + Suchen Sie Ihr Suchwort? Sprachpflege; Native language education; Muttersprachlicher Unterricht; Case study; Fallstudie; Case Study; Sprachverhalten; Bildungsertrag; Ausland; Sterbefall; Tod; Todesfall; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Sprachminderheit; Bürgerrechte; Grundrechte; Zivilrecht
Abstract	Recent scholarship indicates several benefits of mother tongue education (MTE) in supporting student learning. Within one Mayan community in Guatemala, Ixil is the mother tongue spoken at home and faces extinction due to Indigenous oppression and genocide. This qualitative case study highlights efforts of 13 teachers and administrators at one primary school that took up the dual task of offering MTE and revitalizing the Ixil language. In order to gain a better understanding of Indigenous teachers' perceptions of language, culture, and MTE, this research was guided by the following questions: (1) How do teachers perceive their own understanding of attitudes and beliefs about language and culture? (2) How do they perceive their role in MTE and language revitalization? (3) Are teachers critical in their understanding of the importance of language revitalization and best practices for language pedagogy? Data was collected via site observations and surveys, then analyzed using constant comparative analysis. Themes that emerged included how teachers perceive their language revitalization and MTE agentive roles; how agency is expressed through the process of negotiating language and understanding through literacy; and addressing local priorities. Implications of the study and for future study are discussed. (As Provided).
Anmerkungen	Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: http://preserve.lehigh.edu/fire/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01