Bilingual Education, Nationalism and Ethnicity in Mexico  

Oleh:

Hidalgo, Margarita

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Problems and Language Planning vol. 18 no. 3 (1994), page 185-207.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LPL/18 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

This article describes the model of assimilation of native Mexican peoples to the broader mainstream. Bilingual education (BE) has been used as a tool to facilitate language shift. BE is examined in the light of the superimposed discourse on national identity and nationalism. The trajectory of almost five hundred years of Castilianization and about two hundred years of a nationalist policy is examined and is linked to another important variable: the creation of central ethnicity. It is proposed that the forces that are now deterring a reversal of language shift are profoundly rooted in the above-mentioned traditions. The demands of indigenous groups to have education in the mother tongue generated a prolific discourse on the advantages of a bilingual-bicultural curriculum, but scholars, educators and public officials have not found the necessary strategies to open a space for the use of the mother tongues in formal education or in informal domains. After the expulsion of the Summer Institute of Linguistics, which presumably used BE for religious conversion, all programs are now directed by government-sponsored and government-directed institutions. These have effectively assimilated scholars, bilingual teachers and public officials - the latter two coming at times from indigenous communities. The demands of the Amerindian peoples have been placated through the politics of accommodation, which usually gravitate towards the nation-state and the central ethnicity, Mexicanness.

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