Revitalization of indigenous languages and cultures: critical review of preschool bilingual educational policies in Chile (2007-2016)

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dc.contributor.authorBecerra Lubies, Rukmini
dc.contributor.authorMayo, Simona
dc.contributor.authorFones, Aliza
dc.date.accessioned2024-01-10T14:23:37Z
dc.date.available2024-01-10T14:23:37Z
dc.date.issued2021
dc.description.abstractPublic education policies governing language revitalization and the teaching of indigenous languages have been in place for more than 20 years in Chile. In this journey, there has been considerable progress nationwide in the education of a generation of children in an intercultural socio-educational environment. However, there still exist challenges for ongoing progress towards specific goals, such as bilingualism in children. Bilingual education policies in Chile have focused mainly on 6-13-year-old children, relegating preschool education (0-6 years), one of the most relevant educational levels in the socio-linguistic revival process, to a secondary role. In this context, we examine top-down official policy documents regarding intercultural education in early childhood, developed between 2007 and 2016. Attempting to identify some of the main foci of the language policies that may influence the implementation in preschools, we present an intertextual and critical language policy analysis of these documents used in intercultural and bilingual preschools. In doing so, we compare the consistencies and locate the implicit inconsistencies in the policy positions on bilingual education in preschools. We conclude the article by outlining suggestions for languages policies and teacher education in Chile, and the possible implications for other countries.
dc.description.funderGrant CONICYT
dc.description.funderFondo de Fomento al Desarrollo Cientifico y Tecnologico (FONDECYT)
dc.fechaingreso.objetodigital2024-05-15
dc.format.extent16 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1080/13670050.2018.1563584
dc.identifier.eissn1747-7522
dc.identifier.issn1367-0050
dc.identifier.urihttps://doi.org/10.1080/13670050.2018.1563584
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/80120
dc.identifier.wosidWOS:000691504900001
dc.information.autorucVillarrica ; Becerra, Rukmini ; 0000-0003-1209-2988 ; 1020544
dc.issue.numero8
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final1162
dc.pagina.inicio1147
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.revistaInternational Journal of Bilingual Education and Bilingualism
dc.rightsregistro bibliográfico
dc.subjectIntercultural education
dc.subjectIndigenous language and culture educator
dc.subjectEarly childhood
dc.subjectEducational policies
dc.subjectIndigenous languages
dc.subjectLanguage revitalization
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleRevitalization of indigenous languages and cultures: critical review of preschool bilingual educational policies in Chile (2007-2016)
dc.typeartículo de revisión
dc.volumen24
sipa.codpersvinculados1020544
sipa.indexWOS
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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