Mapping biliteracy teaching in Indigenous contexts: From student shyness to student voice

被引：0
|
作者：
Hornberger, Nancy H. [1 ]
Kvietok Duenas, Frances [2 ]
机构：
[1] Univ Penn, Philadelphia, PA 19104 USA
[2] Univ Peruana Cayetano Heredia, Lima, Peru
来源：
REVISTA PERUANA DE INVESTIGACION EDUCATIVA | 2019年 / 11卷 / 11期
关键词：
ethnographic monitoring; bilingual education; Spanish as second language; pedagogies of voice;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：99 / 125
页数：27
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