Changing Ideological and Implementational Spaces for Minoritised Languages in Higher Education: "Zapotequización" of Language Education in Mexico

Autor/inn/en	De Korne, Haley; López Gopar, Mario E.; Rios Rios, Kiara
Titel	Changing Ideological and Implementational Spaces for Minoritised Languages in Higher Education: "Zapotequización" of Language Education in Mexico
Quelle	In: Journal of Multilingual and Multicultural Development, 40 (2019) 6, S.504-517 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Korne, Haley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2018.1531876
Schlagwörter	American Indian Languages; Language Minorities; Action Research; Ethnography; Higher Education; Foreign Countries; Power Structure; College Faculty; College Students; Language Teachers; Teacher Student Relationship; Social Change; Language Attitudes; Case Studies; Program Descriptions; Second Language Learning; Second Language Instruction; Native Speakers; Code Switching (Language); Spanish; Bilingualism; American Indians; Course Descriptions; Educational History; Mexico + Suchen Sie Ihr Suchwort? Sprachminderheit; Projektforschung; Ethnografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Fakultät; Collegestudent; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Wandel; Sprachverhalten; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; Muttersprachler; Spanisch; Bilingualismus; American Indian; Indianer; Kursstrukturplan; History of education; Bildungsgeschichte; Mexiko
Abstract	Indigenous languages of Mexico have largely been excluded from formal education spaces. This ethnographic action research study highlights a context where "Diidxazá"/ Isthmus Zapotec, an Indigenous language of Oaxaca, has recently begun to be taught in higher education. We examine the ways that administrators, the teacher, and students in these classes have collaborated to create a new space within the institution. By tracing the power dynamics behind the implementational and ideological efforts that have made this possible, we aim to provide insight into the social change underway in this setting, as well as the concrete steps that were taken in the creation of this pluralist space for Indigenous language learning. We conclude with a discussion of the collective engagement that has been necessary in order to foster and develop a community of Indigenous-language learners, and the challenge of going beyond tokenistic inclusion of minoritised languages in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01