Learning with Differences: Strengthening Hñähñö and Bilingual Teaching in an Elementary School in Mexico City

  • Nicanor Rebolledo Recendiz
Chapter
Part of the Palgrave Studies in Minority Languages and Communities book series (PSMLC)

Abstract

This chapter centers around the problematic experiences of schooling undergone by the Hñähñö1 residents of Mexico City, and in particular, addresses the case of the Alberto Correa Evening Elementary School (EPVAC) and the Predios de la Colonia Roma or Roma Housing Projects (hereafter, Predios) close to the school, presenting a description of the objectives of an experience in bilingual education recently set in motion there. Given that the bilingual education project began only at the start of the school year in August of 2004 and is currently in development, it is not possible to make judgments, much less propose any evaluations; however, one may present some reflections on the outline, methodology and fundamental direction of the project, whose development is underpinned and guided by Indian identity and bilingualism.

Keywords

Mexico City Mother Tongue Federal District Bilingual Teaching Indigenous Language 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Bibliography

  1. Arizpe, Lourdes (1975), Indígenas en la Ciudad de México: El caso de las Marías, Colección SEPSETENTAS 182, México: Secretaria de Educación Pública.Google Scholar
  2. Coronado, Gabriela (ed.) (1989), De la realidad al deseo. Hacia un pluralinguismo viable, Cuadernos de la Casa Chata No. 169, México: CIESAS.Google Scholar
  3. Coronado, Gabriela (ed.) (1999), Porque hablar dos idiomas … es como saber más …: Sistemas comunicativos bilingües en el México plural, México: CIESAS-CONACYT.Google Scholar
  4. Cummins, J. (1981), ‘The role of primary language development in promoting educational success for language minority students’, in California State Department of Education (ed.), Schooling and Language Minority Students: a Theoretical Framework, Los Angeles: Evaluation, Dissemination and Assessment Center, California State University, pp. 3–49.Google Scholar
  5. Cummins, J. (2000), Language, Power and Pedagogy: Bilingual Children in the Crossfire, Clevedon, UK: Multilingual Matters.Google Scholar
  6. Favre, Henry (1998), El indigenismo, Mexico: Fondo de Cultura Econômica.Google Scholar
  7. Hamel, Enrique and Héctor Muñóz (eds) (1982), El conflicto lingüístico en una zona bilingüe, Mexico: Centro de Investigaciones y Estudios Superiores en Antropología Social, Serie Cuadernos de Información y Divulgaciôn para Maestros, SEP.Google Scholar
  8. Hamel, Enrique (1986), ‘Perspectivas de un proceso de desplazamiento linguístico: el conflicto otomí español en las prâcticas discursivas y la conciencia linguística’, Estudios Sociolôgicos, 4 (11) (Mexico).Google Scholar
  9. Hamel, Enrique (2004), ‘Qué hacemos con la castilla? La enseñanza del español como segunda lengua en un currículum intercultural bilingue de educaciôn indígena’, Revista Mexicana de Investigaciôn Educativa, 9 /20: 83–107.Google Scholar
  10. Hannerz, Ulf (1996), Conexiones trasnacionales: cultura, gente, lugares, Spain: Frónesis, Câtedra, Universidad de Valencia.Google Scholar
  11. Hornberger, Nancy H. (2001), ‘Criando contextos eficazes de aprendizagem para o letramento bilingüe’, in M.I.P. Cox and A. A. de Assis-Peterson (eds)’, Cenas de sala de aula, Campinas, Saõ Paulo, Brasil: Mercado de Letras, pp. 23–50.Google Scholar
  12. Hornberger, Nancy H. (ed.) (2003), Continua of Biliteracy: an Ecological Framework for Educational Policy, Research and Practice in Multilingual Settings, Clevedon, UK: Multilingual Matters.Google Scholar
  13. Jung, Ingrid and Luis Enrique López (eds) (2003), Abriendo la escuela: Lingüística Aplicada a la Enseñanza de Lenguas, Madrid: Editorial Morata.Google Scholar
  14. Lambert, Wallace E. (1958), ‘The influence of language acquisition context on bilingualism’, Journal of Abnormal and Social Psychology, 56: 239–44.CrossRefGoogle Scholar
  15. Lambert, Wallace E. (1967), ‘A social psychology of bilingualism’, Journal of Social Issues, 23 /2: 91–109.Google Scholar
  16. Lastra, Yolanda (2001), ‘Otomi language shift and some recent efforts to reverse it’, in J.A. Fishman (ed.), Can Threatened Languages be Saved? Clevedon, UK: Multilingual Matters, pp. 142–65.Google Scholar
  17. Lewis, Oscar (1960), ‘México Since Cardenas’, in Richard Adams (ed.), Social Change in Latin America Today, New York: Vintage Books, pp. 285–345.Google Scholar
  18. Lindenberg Monte, Nietta (1996), Escolas da Floresta: Entre o passado oral e o pre-sente letrado, Rio de Janeiro: Editora Multiletra.Google Scholar
  19. Lindenberg Monte, Nietta (2003), Novos frutos das escolas da floresta, Rio Branco, Brasil: Organizaçao dos Profesores Indígenas do Acre, OPIAC/Associaçao do Movimento dos Agentes Agroflorestais.Google Scholar
  20. López, Luis Enrique (2003), ‘ZDonde estamos con la enseñanza del castellano como segunda lengua en América Latina?’ in I. Jung and L.E. López (eds), Abriendo la escuela: Lingüística Aplicada a la Enseñanza de Lenguas, Madrid: Editorial Morata, pp. 39–71.Google Scholar
  21. Muñóz, Héctor (1981), ‘Asimilación o igualdad lingüística en el Valle del Mezquital’, Nueva Antropología, 22: 25–64.Google Scholar
  22. Muñóz, Héctor (1987), Funciones sociales y conciencia del lenguaje: estudios sociolingüisticos en México, Jalapa Veracruz, México: Universidad Veracruzana.Google Scholar
  23. Rebolledo, N. (2001), ‘Educación indígena y neozapatismo’, in T. Bertussi (ed.), Anuario Educativo Mexicano: Visiôn Retrospectiva, México, D.F.: Universidad Pedagógica Nacional/La Jornada Ediciones, pp. 55–69.Google Scholar
  24. Rebolledo, N. (2002), ‘Autonomía indígena y educación intercultural’, in T. Bertussi and R. Gonzales (eds), Anuario Educativo Mexicano: Visiôn Retrospectiva, Mexico, D.F.: Universidad Pedagógica Nacional/La Jornada Ediciones, pp. 182–207.Google Scholar
  25. Ukeda, Hiroyuki (2003), ‘Schooling, language and poverty: education and Indigenous people in México’, manuscript, Japan Society for the Promotion of Science.Google Scholar
  26. Valdéz, Luz Maria (1995), Los indios en los Censos de Poblaciôn, Mexico, D.F.: Universidad Autónoma de México.Google Scholar
  27. Von Gleich, Utta (2003), ‘Lenguaje, lenguas y procesos de enseñanza y aprendizaje’, in I. Jung and L. E. López (eds)’, Abriendo la escuela: Lingüística Aplicada a la Enseñanza de Lenguas, Madrid: Editorial Morata, pp. 105–17.Google Scholar

Copyright information

© Nicanor Rebolledo Recendiz 2008

Authors and Affiliations

  • Nicanor Rebolledo Recendiz

There are no affiliations available

Personalised recommendations