Intercultural bilingual education
As intercultural bilingual education ( IBE) are bilingual, intercultural education and teaching models are referred to, which are designed for situations with two or more cultures and languages in contact, a dominant and a typically disadvantaged, mostly indigenous culture. Although applicable in almost every country in the world, the concept of IBE is applied ( in Spanish educacion intercultural bilingüe, EIB or educacion bilingüe intercultural, EBI ), particularly in Latin America, where it is under pressure from the indigenous mass movements for the past two to three decades, more and more is offered as an alternative for Indigenous to the still existing monolingual, Spanish - or Portuguese-speaking schools.
Models for teaching language in a bilingual intercultural environment
Colin Baker distinguishes four possible models of teaching for two - or multi-lingual environments. ( " Majority language " in the following ) are aligned, while the other two multilingualism and multiculturalism have become the target of these, the first two on assimilation of the minority to the dominant culture and language.
History of IBE in Latin America
With the independence of Latin American countries at the beginning of the 19th century, the elites of the same national unity pursued on the basis of the Creole culture and Spanish or Portuguese language. The exclusively taking place in Spanish education reached only the children of the privileged classes, possibly even parts of the Spanish- and Portuguese-speaking mestizos.
Only in the 20th century there were increasing efforts to provide education to the entire population, with the declared aim hispanisation ( castellanización ) of the indigenous population was. The exclusive use of Spanish as a language of instruction for classes in which no child understood this resulted in poor learning outcomes. The speakers of indigenous languages left school illiterate stigmatized as uneducated Indians, second-class citizens. The use of an indigenous language became a social disadvantage, so that the mother tongue was no longer used and instead a poor Spanish. The result was uprooted people who were native to neither the indigenous still in the dominant culture.
Based in Dallas ( USA) evangelical Summer Institute of Linguistics ( SIL) was the first institution to introduce bilingual education for indigenous people, and with the goal of evangelism. The first bilingual education programs of the SIL began in Mexico and Guatemala since the 1930s, in Ecuador and Peru since the 1940s and in Bolivia since 1955.
One goal of the National Revolution in Bolivia in 1952 was to end the disadvantage affecting the indigenous peoples through integration into the society. This should be achieved inter alia by a suitable linguistic situation adapted education. Víctor Paz Estenssoro 's government agency responsible for school education and hispanisation in multilingual eastern lowlands the SIL, which got the right to evangelism in return. The lessons took place in the first grades of primary school in the indigenous languages in order to facilitate the learning of Spanish. Latest from the secondary school teaching was entirely in Spanish.
The first school programs without the explicit objective of hispanisation were developed in the 1960s, including a pilot program of the Universidad Nacional Mayor de San Marcos in a Quechua-speaking area in the district of quinoa ( Department of Ayacucho, Peru ). Due to the efforts of the university bilingual education was established in 1972 under the government of General Juan Velasco Alvarado included in the educational reform. The reign of Juan Velasco Alvarado in Peru was the first country in the Americas, which declared an indigenous language, namely Quechua, the official language in 1975. This remained largely a symbolic act: the introduction of foreign or second language Quechua in Lima failed to racial prejudice, and even in the rural Andes, there was no real change. Since the adoption of the 1979 Constitution Quechua is also no longer an official language, but the official use of indigenous languages limited to the territories under the Constitution, " where they dominate ." This formulation is also taken in 1979, adopted under Alberto Fujimori 's 1993 constitution.
In Mexico in 1973, the Directorate General of Education of Indigenous ( DGEI ) was formed, which provides for the use of 56 officially recognized indigenous languages. The Federal Education Act of Mexico from 1973 explicitly decreed that the Spanish classes must not be at the expense of cultural and linguistic identity of indigenous students.
Despite statements to the contrary, all of these bilingual programs were running in terms of a transitional bilingualism, ie Preparation of primary school students to learn from the Spanish. So they wore, where they really took place, significantly more effective dissemination of Spanish as a common language with. However, it was still largely spatially and temporally limited projects, which were made possible only by international financial assistance and political pressure, especially from the German Society for Technical Cooperation ( GTZ), which in a project for bilingual instruction in Quechua or Aymara and Spanish Department of Puno ( Peru) performed, and the United States Agency for International Development ( U.S. AID).
Since the 1970s, strengthened in many countries, an indigenous movement, which also raised the demand for a preservation of indigenous culture and language as well as a corresponding education among others. Based on the experiences of the previous bilingual education projects came to a new educational model for the preservation and development of indigenous languages , which also included cultural aspects that went beyond purely Verbal. They were concerned with differences in the everyday culture, traditions and worldviews. To speak of intercultural bilingual education since the early 1980s.
For the privileged Ecuador, but also the Spanish-speaking majority surprisingly it came in 1990 in Ecuador to revolt the solstice in June ( Inti Raymi shayariy / hatariy ), [Note 1] the first Indigenous were involved from the high and low country and for several days the roads of the country blocked. In addition demands for return of stolen lands and land reform, the IZE for Indians was required, as a self-managed by the indigenous education system. This was in 1998 reflected in the Ecuadorian constitution, where it states in Article 84, which defines the collective rights of indigenous peoples under paragraph 11 sentence 2: " Indigenous peoples have a private intercultural and bilingual education system. "
Since then, laws have been passed in other Latin American countries, the linguistic and cultural rights recognized. In addition to the IZE Ecuador was included in the Constitution in Argentina, Bolivia, Brazil, Colombia and Mexico. In the new Constitution of Ecuador of 2009 is now in Article 57 " the indigenous communities, communities, nations, nationalities, in accordance with the Constitution ... " next to a number of collective rights and the right to " development, consolidation and strengthening of the system of intercultural bilingual education ... " awarded by the early education to higher education. ... The state is, in turn, according to article 347 responsibility " to protect the system of intercultural bilingual education, in which the Spanish used as the main language of that of the respective nationality and language for intercultural relations ... ".
To date, the IZE not achieved in most countries, the majority of the indigenous peoples and is also used only in primary education. So found approximately in the majority of Quechua-speaking Peruvian region of Cusco 2007, only eight of the 13 provinces IZE programs with a total of 700 teachers instead, which reached only 20% to 30 % of the students .. In some countries, including Bolivia, Colombia, Ecuador and Mexico see the rules before, after all, that the IZE all students to reach with indigenous native language in Paraguay even the total population.
In particular, in Bolivia, where the constitution adopted in 2009 under the government of Evo Morales sets already 37 official languages and the use of at least one indigenous official language at the regional level, in recent years is the mandatory IZE for all students in the country - indigenous as Spanish speaking - discussed, so as bilingualism in both directions. This includes the obligatory learning at least one indigenous language by the entire population.
In Peru, on the other hand criticized 2010, the indigenous teachers Asociación Nacional de Maestros de Educación Bilingüe Intercultural implementing the IZE by the Ministry of Education as a mere bridge to hispanisation and Monokulturalisierung and demanded that the education of indigenous people must be in the hands of the indigenous people, organized by the teacher and practices of indigenous peoples and rural communities ( ayllu ). The Chairperson of the Regional Academy of the Quechua Language in Cajamarca ( ARIQC ), Mr. Dolores Ayay Chilón, threw the state authorities in early 2011 that, contrary to official statements about IZE nothing for the preservation of highly endangered Cajamarca Quechua, or also in the region Cajamarca do Aguaruna spoken language ( Awajún ), on the contrary, teachers would rather still suppress the use of Quechua. According to the Peruvian Ombudsman ( defensor del pueblo ) Eduardo Vega Luna 2013 speak loudly Census of 2007 about 12 % of the students in Peru get an indigenous language as their mother tongue, but 46% of these students not be taught in their mother tongue, and most of the provinces of Peru spend less than 1 % of its education budget on intercultural bilingual education. Instead of Indigenous train as a teacher of intercultural bilingual education, Spanish language will continue to be monolingual used in regions with predominantly indigenous mother tongue, so it is a lack of adequate and well -trained bilingual teachers. The Apurimac region, however, an ambitious plan to " generalization of the Quechua " ( Lliwllapaq Runasimi, Quechua para todos ) has designed with the maturity from 2008 to 2021, which goes far beyond the IZE and will affect all areas of public life. For this to a written standard based on both there Quechua spoken variants ( Southern Quechua: Qusqu - Qullaw and Chanka ) are implemented.
In most Latin American countries, as in Mexico, Peru and Bolivia, the IBE is under the control of the Ministry of Education. In contrast, the IBE in Ecuador has been an agreement between the government and the movement of indigenous peoples in Ecuador, coupled with the establishment of the National Directorate of Intercultural Bilingual Education DINEIB ( Dirección Nacional de Educacion Intercultural Bilingue ) in 1988 by the regional indigenous organizations - even members of the umbrella organizations ECUARUNARI or CONAIE - self-administered. So appointed Indigenous teachers and head teachers, curricula designed and authored textbooks. Studies from 2008 indicate, however, that to date, no fundamental change in the decline of indigenous languages , including the Kichwa and Shuar was reached. Even in Otavalo and Cotacachi, where there is a Kichwa - middle class and indigenous mayors, many young people do not speak Kichwa more. Even parents who are members of the indigenous movement, their children often send to purely Spanish-language schools, as these are much better equipped than the bilingual rural schools. 2008 also failed a motion in Parliament, Kichwa as nationwide equal official language along with Spanish included in the new constitution. Instead, according to Article 2, paragraph 2, the Spanish official language of Ecuador; Kichwa and Shuar are official languages for " intercultural relations ", the other indigenous languages for the " official use of the [ relevant] indigenous peoples." In February 2009, President Rafael Correa, to insinuate IZE the administration of the Ministry of Education in order to restrict the cultural autonomy of the indigenous movement decided. While the CONAIE this measure bitterly contested, defended, among others, the Kichwa poet Ariruma Kowii, since 2006, Under Secretary for " intercultural dialogue " at the Ministry of Education, the government's action and raises the CONAIE before, the pupils and students to have " indoctrinated ".
Obstacles and successes
The IZE suffers in almost all Latin American countries from a lack of equipment, particularly to non-existent authentic reading texts in indigenous languages, but also lack of textbooks as well as poor training of teachers. For example, speaks in multilingual Amazon region of Peru the majority of employees in the " bilingual " schools teachers only Spanish or another indigenous language, but not the native language of the students. The results are still poor school results. Lack of motivation of teachers for strengthening indigenous language or inadequate training often lead to the fact that in reality neglected the indigenous language and the model of transition continues to the majority language. The most important obstacle to the IZE the discrimination of indigenous languages is seen in the majority society, which means that Indigenous are not committed to their culture and language. For upward social mobility for their children so there parents see as essential to speak the majority language. This has meant that some indigenous parents IZE reject the assumption that it produces the Spanish being neglected. Therefore, a general appreciation of the indigenous languages in society is required for a functioning IZE. A step in such a direction can about the bilingualism binding of governmental or administrative staff be so compelling knowledge also an indigenous language as it ( the Constitution, Article 5 ) is provided in Bolivia since 2009, at least on paper. Other domains of the majority language in which indigenous languages such as Quechua has not come to the train, for example, mass media, literature and literary translation as well as industry.
However, comparative studies on the learning achievements of children consistently show that students in the IZE regularly bring about better results on average than their peers in monolingual classes, without using the native language. This also applies to the skills in the second language ( majority language ).