Linguistic Registers and Citizenship Education: Divergent Approaches to Content, Instruction, Kichwa Use, and State Relationships in Ecuador's Intercultural Bilingual Education

Autor/in	Limerick, Nicholas
Titel	Linguistic Registers and Citizenship Education: Divergent Approaches to Content, Instruction, Kichwa Use, and State Relationships in Ecuador's Intercultural Bilingual Education
Quelle	In: American Educational Research Journal, 60 (2023) 2, S.219-256 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Limerick, Nicholas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312231152584
Schlagwörter	Language Variation; Citizenship Education; Language Planning; American Indian Languages; Comparative Analysis; Institutional Characteristics; Educational Policy; Language Usage; Standard Spoken Usage; Indigenous Knowledge; Teaching Methods; Inclusion; Foreign Countries; Bilingual Education; Anthropology; Multilingualism; Spanish; High School Students; Student Attitudes; Elementary Secondary Education; Teacher Attitudes; Longitudinal Studies; Ethnography; Ecuador + Suchen Sie Ihr Suchwort? Sprachenvielfalt; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Sprachwechsel; Politics of education; Bildungspolitik; Sprachgebrauch; Gesprochene Sprache; Umgangssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Ausland; Bilingual teaching; Bilingualer Unterricht; Anthropologie; Mehrsprachigkeit; Multilingualismus; Spanisch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnografie
Abstract	Indigenous education increasingly seeks to reclaim the institutions of state assimilation as spaces for the dissemination and support of localized forms of knowledge and language use and the valorization of alternative citizenship identities. In this study, I compare two schools in Ecuador to show how divergent ways of teaching Kichwa promote or reject state policies of language standardization and the kinds of citizens foregrounded by them. By comparing the schools' approaches to teaching Kichwa, I call attention to linguistic registers as they carry out or contest predominant forms of citizenship. These examples provide a pathway to study inclusive language policies and classrooms and to understand the multiplicity of ways that citizenship manifests in communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01