Indigenous Literacies in the Americas

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Autorentext
Nancy H. Hornberger is Professor of Education and Director of Educational Linguistics at the Graduate School of Education, University of Pennsylvania. Dr. Hornberger's areas of specialization include language planning and policy; bilingualism, bilingual education and biliteracy; and the ethnography of communication.

Klappentext

The Contributions to the Sociology of Language series features publications dealing with sociolinguistic theory, methods, findings and applications. It addresses the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches theoretical and empirical supplement and complement each other. The series invites the attention of scholars interested in language in society from a broad range of disciplines anthropology, education, history, linguistics, political science, and sociology. To discuss your book idea or submit a proposal, please contact Natalie Fecher.

Inhalt

Introduction: North America, Nancy H. Hornberger; Teaching and preserving Yup'ik traditional literacy, Nastasia Wahlberg; Ciulistet and the curriculum of the possible, Jerry Lipka, Esther Ilutsik; Reclaiming Navajo - language renewal in American Indian community school, Galena Sells Dick, Teresa L. McCarty; Literacy for what? Lucille J. Watahomigie, Teresa L. MacCarty; Language revitalization efforts in the Pueblo de Cochiti - becoming 'literate' in an oral society, Rebecca Benjamin et al; MesoAmerica: Language preservation and publishing, H. Russel Bernard; Experiences in the development of a writing system for Nuu Savi, Josefa Leonarda Gonzalez Ventura; Saving and strengthening indigenous Mexican languages - the CELIAC experience, Jesus Salinas Pedraza; Mayan language literacy in Guatemala - a socio-historical overview, Michael Richards; South America: Quechua literacy and empowerment in Peru, Nancy H. Hornberger; Literacy and modernization among the Quechua speaking population of Peru, Juan Carlos Godenzzi; An experience of indigenous literacy in Peru, Andres Chirinos; Indigenous politics and native language literacies - recent shifts in bilingual education policy and practice in Ecuador, Kendall A. King; Attitudes of teachers, children and parents towards bilingual intercultural education, Mercedes Cotacachi; Bringing the language forward - school-based initiatives for Quechua language re-vitalization in Ecuador and Bolivia, Nancy H. Hornberger, Kendall A. King; To Guaranize - a verb actively conjugated by the Bolivian Guaranis, Luis Enrique Lopez. Conclusion: Language planning from the bottom up, Nancy H. Hornberger. Afterword: Local literacies and vernacular literacies - implications for national literacy politics, Brian V. Street.