Hostname: page-component-8448b6f56d-m8qmq Total loading time: 0 Render date: 2024-04-24T10:15:45.726Z Has data issue: false hasContentIssue false
  • English
  • Français

Bilingual intercultural education and Andean hip hop: Transnational sites for indigenous language and identity

Published online by Cambridge University Press:  23 August 2012

Nancy H. Hornberger  and
Karl F. Swinehart
Nancy H. Hornberger
Affiliation:
University of Pennsylvania, Graduate School of Education, 3700 Walnut Street, Philadelphia, PA 19104-6216, USAnancyh@upenn.edu
Karl F. Swinehart
Affiliation:
University of Chicago, Society of Fellows, 5845 S. Ellis Gates-Blake 327, Chicago, IL 60637, USAswinehart.karl@gmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

Exploring contemporary Aymara and Quechua speakers' engagements with multilingualism, this article examines two transnational sites of Indigenous language use in Bolivia—a master's program in bilingual intercultural education in Cochabamba and a hip hop collective in El Alto. Responding to the call for a sociolinguistics of globalization that describes and interprets mobile linguistic resources, speakers, and markets, we draw on long-term ethnographic fieldwork to explore the transnational nature of these mobile and globalized sites, ideologies of Indigenous language and identity present there, and flexible language practices therein. From our analysis of selected narratives and interactions observed and recorded between 2004 and 2009, we argue that these sites, ideologies, and language practices constitute productive spaces for Indigenous language speakers to intervene in a historically and enduringly unequal, globalizing world. (Indigeneity, mobility, translanguaging, flexible language practices, multilingual repertoire, global hip hop)*

Type
Articles
Information
Language in Society , Volume 41 , Issue 4 , September 2012 , pp. 499 - 525
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Albó, Javier (1977). El futuro de los idiomas oprimidos en Los Andes. Lima: Centro de Investigación de Linguistica Aplicada.Google Scholar
Ávila, Jiovanny Samanaud; Plaza, Cleverth Cárdenas; & Prieto, Patricia (2007). Jóvenes y política en El Alto. La Paz: PIEB.Google Scholar
Baker, Colin (2003). Biliteracy and transliteracy in Wales: Language planning and the Welsh National Curriculum. In Hornberger, Nancy H. (ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings, 71–90. Clevedon: Multilingual Matters.Google Scholar
Bauman, Richard, & Briggs, Charles (1990). Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology 19:55–88.Google Scholar
Blackledge, Adrian, & Creese, Angela (2010). Multilingualism. London: Continuum.Google Scholar
Blommaert, Jan (2005). Discourse: A critical introduction. Cambridge: Cambridge University Press.Google Scholar
Blommaert, Jan (2008). Bernstein and poetics revisited: Voice, globalization and education. Discourse and Society 19:425–51.Google Scholar
Blommaert, Jan (2010). The sociolinguistics of globalization. New York: Cambridge.Google Scholar
Blommaert, Jan, & Backus, Ad (2011). Repertoires revisited: ‘Knowing language’ in superdiversity. Working Papers in Urban Language and Literacies 67:1–26.Google Scholar
Bourdieu, Pierre (1991). Language and symbolic power. Cambridge, MA: Harvard University Press.Google Scholar
Cummins, Jim (1979). Linguistic interdependence and the educational development of bilingual children. Educational Research 49(2):222–51.Google Scholar
García, Ofelia (2007). Foreword. In Makoni, Sinfree & Pennycook, Alastair (eds.), Disinventing and reconstituting languages, xi–xv. Clevedon: Multilingual Matters.Google Scholar
García, Ofelia (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.Google Scholar
Guayaga, Germán (2000). Ser joven en El Alto: Rupturas y continuidades en la tradición cultural. La Paz: PIEB.Google Scholar
Gutiérrez, Kris D.; Baquedano-López, Patricia; & Tejeda, Carlos (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity: An International Journal 6(4):286–303.Google Scholar
Hodgson, Dorothy (2002). Indigenous rights movements. American Anthropologist 104:1037–97.Google Scholar
Hornberger, Nancy H. (1988). Bilingual education and language maintenance: A southern Peruvian Quechua case. Berlin: Mouton.CrossRefGoogle Scholar
Hornberger, Nancy H. (1989). Continua of biliteracy. Review of Educational Research, 59(3): 271–96.Google Scholar
Hornberger, Nancy H. (ed.) (2003). Continua of biliteracy: An ecological framework for educational policy, research and practice in multilingual settings. Clevedon: Multilingual Matters.Google Scholar
Hornberger, Nancy H., & Coronel-Molina, Serafin M. (2004). Quechua language shift, maintenance and revitalization in the Andes: The case for language planning. International Journal of the Sociology of Language 167:9–67.Google Scholar
Hornberger, Nancy H., & King, Kendall A. (1996). Language revitalisation in the Andes: Can the schools reverse language shift? Journal of Multilingual and Multicultural Development 17:427–41.Google Scholar
Hornberger, Nancy H. (2001). Reversing Quechua language shift in South America. In Fishman, Joshua A. (ed.), Can threatened languages be saved? ‘Reversing language shift’ revisited: A 21st century perspective, 166–94. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Howard, Rosalyn (2007). Por los linderos de la lengua: Ideologías lingüísticas en los Andes. Lima: Instituto de Estudios Peruanos.Google Scholar
Hylton, Forrest, & Thompson, Sinclair (2007). Revolutionary horizons: Past and present in Bolivian politics. London: Verso.Google Scholar
Hymes, Dell H. (1996). Ethnography, linguistics, narrative inequality: Toward an understanding of voice. Bristol, PA: Taylor and Francis.Google Scholar
López, Luis Enrique (2001). Literacies and intercultural bilingual education in the Andes. In Olson, David R. & Torrance, Nancy (eds.), Literacy and social development: The making of literate societies, 201–24. Malden, MA: Blackwell.Google Scholar
López, Luis Enrique (2005). De resquicios a boquerones: La educación intercultural bilingüe en Bolivia [From fissures to craters: Bilingual intercultural education in Bolivia]. La Paz: PROEIB Andes y Plural Editores.Google Scholar
López, Luis Enrique (2006). Cultural diversity, multilingualism and indigenous education in Latin America. In García, Ofelia, Skutnabb-Kangas, Tove, & Torres-Guzmán, María (eds.), Imagining multilingual schools: Languages in education and glocalization, 238–61. Clevedon: Multilingual Matters.Google Scholar
Luykx, Aurolyn; Félix Julca G., ; & Fernando García R., (2005). Estrategias de comunicación interdialectal en Quechua. Proceedings of the conference on Indigenous languages of Latin America-II/Memorias del congreso de idiomas Indígenas de Latinoamérica-II, organized by the Center for Indigenous Languages of Latin America (CILLA), Teresa Lozano Long Institute of Latin American Studies at the University of Texas at Austin, University of Texas at Austin.Google Scholar
Mannheim, Bruce (1984). ‘Una nación acorralada’: Southern Peruvian Quechua language planning and politics in historical perspective. Language in Society 13:291–309.CrossRefGoogle Scholar
McKay, Sandra Lee, & Bokhorst-Heng, Wendy D. (2008). International English in its sociolinguistic contexts: Towards a socially sensitive ESL pedagogy. New York: Routledge.Google Scholar
Morgan, Marcyliena (2005). After…word! The philosophy of the hip-hop battle. In Darby, Derrick & Shelby, Tommie (eds.), Hip hop and philosophy: Rhyme 2 reason, 205–322. Chicago: Open Court.Google Scholar
Orta, Andrew (1999). Catechizing culture: Missionaries, Aymara, and the ‘new evangelization.’ New York: Columbia University Press.Google Scholar
Pennycook, Alastair (2007). Language, localization, and the real: Hip-Hop and the global spread of authenticity. Journal of Language, Identity, and Education 6:101–15.Google Scholar
PROEIB-Andes (2006). Interculturalidad y bilingüismo en la educación superior: Desafíos a diez años del PROEIB Andes. Cochabamba, Bolivia: PROEIB Andes.Google Scholar
Saxena, M. (2010). Reconceptualising teachers' directive and supportive scaffolding in bilingual classrooms within the neo-Vygotskyan approach. Journal of Applied Linguistics & Professional Practice 7(2).Google Scholar
Sichra, Inge (2001). Huellas de intraculturalidad en un ámbito intercultural de educación superior. In Heise, Maria (ed.), Interculturalidad: Creación de un concepto y desarrollo de una actitud, 193–202. Lima, Peru, Programa Marco de Formación Profesional Tecnológica y Pedagógica en el Perú (FORTE-PE).Google Scholar
Silverstein, Michael (2003). Indexical order and the dialectics of sociolinguistic life. Language & Communication 23:193–229.Google Scholar
Swinehart, Karl F. (2008a). Achieving expertise in an Indigenous heritage language class. Philadelphia: University of Pennsylvania, ms.Google Scholar
Swinehart, Karl F. (2008b). Tupac in their veins: Wayna rap and the semiotics of urban Indigeneity. Paper presented at the 2008 annual meeting of the American Anthropological Association.Google Scholar