Mapping Biliteracy Teaching in Indigenous Contexts: From Student Shyness to Student Voice.
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 ma...
| Publicado en: | Anthropology & Education Quarterly Vol. 50; no. 1; pp. 6 - 26 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Mar2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | 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. |
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