"I Learned That My Name Is Spelled Wrong": Lessons from Mexico and Nepal on Teaching Literacy for Indigenous Language Reclamation

Autor/inn/en	De Korne, Haley; Weinberg, Miranda
Titel	"I Learned That My Name Is Spelled Wrong": Lessons from Mexico and Nepal on Teaching Literacy for Indigenous Language Reclamation
Quelle	In: Comparative Education Review, 65 (2021) 2, S.288-309 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/713317
Schlagwörter	Literacy; Language Maintenance; Ethnography; Cross Cultural Studies; Writing Instruction; Foreign Countries; Indigenous Populations; American Indians; Barriers; Disadvantaged; Social Status; Dialects; Language Attitudes; Grammar; Teaching Methods; American Indian Languages; Native Language; Nepal; Mexico + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Sprachpflege; Ethnografie; Cultural comparison; Kulturvergleich; Schreibunterricht; Ausland; Sinti und Roma; American Indian; Indianer; Sozialer Status; Dialect; Dialekt; Sprachverhalten; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Mexiko
Abstract	Globally many minority and Indigenous communities are searching for ways to reclaim languages that have been marginalized by socioeconomic and political processes. These efforts often involve novel literacy practices. In this article, we draw from ethnographic data in Mexico and Nepal to ask, what are the opportunities and constraints of teaching writing in support of Indigenous language reclamation? Writing is simultaneously an attraction and a source of marginalization or discouragement for learners in both settings. Promoting and teaching writing creates opportunities such as raising the status, visibility, and longevity of Indigenous language education initiatives. Challenges include struggles for legitimacy among teachers and learners and the emergence of new hierarchies among dialects. We suggest that language reclamation efforts can benefit from making the most of the material and social nature of writing and from avoiding hard-line purism and a focus on form, while giving greater consideration to meaning and contexts for written expression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01