Indigenous Literacy in México

8/8/2019 Indigenous Literacy in Mxico

1/16

INDIGENOUS LITERACY IN MXICO :C RITICAL ISSUES ABOUT THE S ECOND

LANGUAGE LEARNING

Learning Conference 2007

Johannesburg, South Afric, July 2007


2/16

MXICO COUNTRY

Extension: 2 millions Km2

105 MILLIONS OFHABITANTS

77% urban population23% rural population

12 millions of indigenous

people22 millions en USA


3/16

CHARACTERISTICS OF EXCLUDED*P l ti : y r l & l r:

68 illi ( )

o Adults without basic education:30.1 millions (44%)

Illiterate: 5.7 millions ( .4%)Less than th. Grade: 9. millionsLess than 9th. Grade: 14.5 millions

Source: Conteo de poblacin 2005. INEGI


4/16

INDIGENOUS EO LE1 2 millions: 11% of total population62 ethnic groupsMore than 13 0 diversified languages

Illiteratte: 33% (National 8.4 %)


5/16

P OLITICAL FRAMEWORK

INEA, for more than two decades, has madeconstant educative efforts, directed to thepopulation oung and adult native of the countr .

Nowada s INEA develops an institutional polictowards the indigenous population, that takesshape in the Indigenous and Bilingual EducationalModel for the Life and Work (MEV T-IB)


6/16

WHAT CHARACTERIZES THE EDUCATIVEMODEL

Includes three educative levels: initial, intermediumand advancedOffers two routes of learning in the initial level,depending on the linguistic condition of the peopleEmphasizes the intercultural approachIncorporates bilingual and pedagogical strategiesAllows to choose and transit across diverse levelsand modulesFavors the educative continuitOrientated to lifelong learning


7/16


8/16

Initial level

Intermedium levelMIBI 1

Beginning readand write in mytwo languages

MIBI 2Write and read in

my twolanguages

MIB 1Using the writing

Language(two languages )

MIBLets live

better!

MIB 2Numbers

andcalculations

MIBI route: bilingual integrated: efficient bilingualpeople

MIB 3I write mylanguage

+ 2D


9/16

LITERACYInitial level=literacyMuch more than only to decipher and to repeatNotion of functional literacy focuses on how these skills areapplied in relevant ways*Literacy as transformative: an active process of learning involving social awareness and critical reflection*Literacy is viewed as a continuum of skills*

BasicBasic educationeducation

InicialInicial levellevel

* UNESCO. Literacy for life. 2006


10/16

SECOND LANGUAGEThe teaching of indigenous language contributes so much tothe learning of the second language (linguistic transference)

Acquisition of the oral communicative competition of thesecond language, is previous requisite for the acquisition of abilities of reading and writing in this language

The education of one second language in its oral and writtenaspects depart of a functional and communicative approach

The learning of the second language occurs like a gradualprocess of communicative competitions development

When the learned write in the mother tongue language andspeak in one second language, then it is possible to read andto write this second language


11/16

The competitions that allow a person to communicateefficientl : to speak, to understand, to read and to write,are developed in different spaces and moments

The situations in which one or another language as wellas one or another code (spoken or written) are used,are determined b the specific context in which thepersons lives and works

The learning of one second language is not equivalentto the translation from a language to another one, butthat it implies the recognition of the meaning andsenses that keep the languages in concrete situations.


12/16

THE METHODOLOGICAL WAYTo recognize the spaces of use of the languages(indigenous and spanish) in real communicativesituations

To consider the structural characteristics of thespanish and the indigenous language

To identif and to recognize the linguistic elementsof the second language, the context in which it is

used and possible meaning of the words in the newlanguage in real communicative situations


13/16

Identificacin of the oung or adult person with thecommunicative situation

Oral/written text/dialogue presentation (withdiscussion and anticipation activities in mother tonquelanguage)P ractice of the oral text/situation

Reflection both languages about (structure,meanings, phonetic)

Modification of the text/dialogue

New text/dialogue production

THE P ROCESS


14/16

CRITICAL ISUUESThe bilingualism can be onlyapparent. Really, many personsonly use elementary aspects of the second language in somepractical daily situationsThe persons need 4 or 5 yearsof study of the second languageto learn in this second languagein efficient way*, but theeducational processes of bilingual literacy cannot be soextensive.

In the indigenous communitiesdo not exist literateenvironments

We need simple but very thininstruments of valuation

We need both languages withsimultaneous work in anextensive framework of basiceducation

We need develop rich literateenvironments both mother

tongue languages and Spanish

*In the meaning of Cummins, 199 4


15/16

CRITICAL ISSUESThere is sufficientevidence about thelinguistic transference,but the times of literacyin mother tongue

language are very smallThere is sufficientevidence about theexistence of differentways of thinking anddifferent styles of

learning.In cultural contextsspecific solutions areneeded, but the publicpolitics are orientated tothe massive solutions

We need to re-formulate the criteriaof curricular development and of literacy evaluation, in order torecognize it as a process along thebasic education and to favor formallyhis continuous development

Different styles of education areneeded to deliver to every specificperson the possibility of learning andof growing in social and cognitiveterms.

Bilingual programs must be alert andsensitive to social and individual

differences in order to provide themost adequate pedagogicalassistance to help persons acquirethe second language; they need tofunction adequately in a multilingualsetting as well as to performefficiently at educative spaces.


16/16

TH ANKS!www.conevyt.org.mx/cursos/indigena.htm

[email protected]@yahoo.com.mx

Documents

Indigenous Literacy in México