Spring 2011
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01/01/2011
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Now showing 1 - 5 of 5
Publication Political Organization and Texts: Legislative Developments in Ecuador(2011-04-01) Limerick, NicholasA recent rewriting of the Constitution in Ecuador resulted in the naming of Quichua as an official language of intercultural communication. This paper examines the social processes that produced such an update, as well as how these historical developments affected the co-text of crafting this legislative piece. I also consider how wordings of the document itself comment on the history of its production, as well as how this text artifact mediates future discourses about it. Through understanding this event as one point in an extended history of efforts by Indigenous groups, I consider how this updated draft of a constitution is a noteworthy step towards increased rights.Publication Interpreting and Implementing Interculturality: EIB Educators and In-Service Teacher Training Programs(2018-06-17) Kvietok, FrancesBuilt on the premise that there is a gap between policy design and policy implementation, this paper seeks to understand how Peruvian teachers make sense of and implement Intercultural Bilingual Education (EIB) policy. EIB policy, introduced in 1991, recognizes the linguistic and cultural rights of marginalized indigenous students in schooling. This paper explores how in-service teacher training workshops influence teachers’ interpretation and implementation of interculturality by looking at experiences of the teacher training workshops run by Fundación HoPe Holanda Perú (HOPE) and Asociación Pukllasunchis in Cusco, Peru. Through this analysis, the paper shows how in-service teacher training workshops can contribute to the ways in which teachers reproduce and/or challenge the historical marginalization of indigenous languages and cultures. It also shows that although in-service teacher training workshops influence the actions of teachers they do not determine them, as individuals’ beliefs, attitudes, and past experience, as well as the socio-historical context in which teachers find themselves, also come into play.Publication Publication Kanji Acquisition among Language Minority Students in Japan: A Comparative Study of Japanese-as-a-Second-Language Students Born in Japan(2011-04-01) Butler, Yuko GAlthough Japan has an increasing number of children who are learning Japanese as their second language (JSL students), relatively little is understood with regards to their acquisition of the Japanese language. Since acquisition of kanji (i.e., Chinese characters used in Japanese) is considered a critical skill for academic success at school in Japan, this study examined the reading and writing of kanji among JSL students, focusing on students who were born in Japan but raised in non-Japanese speaking homes. A set of kanji reading and writing tests were administered to 27 4th grade JSL students, and their performance was compared to that of their Japanese native-speaking (NS) counterparts. While the oral proficiency of the JSL students was found to be equivalent to that of the native speakers, there was a significant difference in kanji reading between the JSL and NS students even though no differences were found in kanji writing. An error analysis indicated that the JSL students had more missing answers, and more errors associated with meaning in kanji reading. Among the various background factors, only the frequency of reading in Japanese outside of school was found to be significantly influential over the students’ kanji reading. With respect to kanji writing, in addition to the frequency of reading in Japanese, the amount of practice of kanji writing and the frequency of reading outside of the school in the students’ first language (L1) were found to be significantly influential.Publication Orthographic Policy and Planning in Sénégal/Senegaal: The Détournement of Orthographic Stereotypes(2011-04-01) Evers, CécileThis paper examines the interlocking nature of corpus policy and cultivation planning through a case study of the Wolof orthography and its changing role in the Senegalese educational landscape. Until recently, local language orthographies have been the purview of a very limited slice of Senegalese society. Absent, as they were, from formal education in the post-independence period, Wolof orthographies were practiced only by a small group of leftist Senegalese intellectuals, and later by the informal education movement. I trace how the various orthographies of Wolof (viz., French, indigenous, and standard orthographies of Wolof) have been taken up by (often) unexpected actors - new political players, international bodies, and many Senegalese youth - and look into what enables orthographies to function as useful tools in the construction of a post-colonial state, particularly one comprising such different social projects for the future.