Mapping Biliteracy Teaching in Indigenous Contexts: From Student Shyness to Student Voice

Autor/inn/en	Hornberger, Nancy H.; Kvietok Dueñas, Frances
Titel	Mapping Biliteracy Teaching in Indigenous Contexts: From Student Shyness to Student Voice
Quelle	In: Anthropology & Education Quarterly, 50 (2019) 1, S.6-25 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12276
Schlagwörter	Bilingual Education; American Indians; American Indian Languages; Foreign Countries; Shyness; Individual Power; Bilingual Students; Bilingual Teachers; Literacy; Spanish; Peru + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; American Indian; Indianer; Ausland; Schüchternheit; Eigeninitiative; Alphabetisierung; Schreib- und Lesefähigkeit; Spanisch
Abstract	Drawing on an ethnographic monitoring engagement with Kichwa intercultural bilingual educators in the Peruvian Amazon, we argue for ethnographic monitoring as a method and the continua of biliteracy as a heuristic for mapping biliteracy teaching in Indigenous contexts of bilingualism. Through our mapping, we uncover tensions in the teaching of majoritized languages in Indigenous contexts of postcoloniality, challenge constructs of student shyness, and propose pedagogies to support the flourishing of student voice in bilingual education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01