What Is "Educación Intercultural Bilingüe" in Latin America Nowadays: Results and Challenges

Autor/in	López, Luis Enrique
Titel	What Is "Educación Intercultural Bilingüe" in Latin America Nowadays: Results and Challenges
Quelle	In: Journal of Multilingual and Multicultural Development, 42 (2021) 10, S.955-968 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1827646
Schlagwörter	Bilingual Education; Multicultural Education; American Indian Languages; Rural Areas; Power Structure; Social Change; Economic Change; Sociolinguistics; Monolingualism; Language Attitudes; Cultural Pluralism; Political Influences; Teaching Methods; Language Planning; Cultural Maintenance; Language Maintenance; American Indian Culture; Spanish; Second Language Learning; Second Language Instruction; Native Language; Foreign Countries; Educational Change; Language of Instruction; Latin America + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Multikulturelle Erziehung; Rural area; Ländlicher Raum; Sozialer Wandel; Ökonomischer Wandel; Soziolinguistik; Sprachverhalten; Kulturpluralismus; Political influence; Politischer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachwechsel; Sprachpflege; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Bildungsreform; Teaching language; Unterrichtssprache; Lateinamerika
Abstract	This article offers a critical appraisal of "educación intercultural bilingüe," an educational model with at least five decades of implementation. When this term was coined, Indigenous populations were mostly monolingual and their settlements mostly rural and distant from the seats of cultural hegemony and power. The situation is now different; Indigenous individuals have also reached the centres of power, reclaiming their indigeneity. With these profound social, cultural and economic changes in mind, the evolution of EIB is examined to determine whether it still responds to the varying needs and expectations of Indigenous individuals, as well as to different sociolinguistic settings, since they may now be either passive or active bilinguals or even, increasingly, monolingual in the hegemonic language. We look at EIB through the lens of language ideology, policy and planning, and also through an educational one. Its main contributions to public policy vis-à-vis cultural and linguistic diversity are outlined and examined through a twofold perspective: a top-down one characterising official EIB, and a bottom-up one resulting from Indigenous agency. We close with an analysis of the challenges and possible new horizons for intercultural bilingual education and other Indigenous political-pedagogical undertakings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01