An Analysis of Intercultural Bilingual Education in Argentina

Autor/in	Hecht, Ana Carolina
Titel	An Analysis of Intercultural Bilingual Education in Argentina
Quelle	In: Journal for Multicultural Education, 8 (2014) 2, S.70-80 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-12-2013-0036
Schlagwörter	Foreign Countries; Multicultural Education; Bilingual Education; Educational Policy; Multilingualism; Cultural Pluralism; Language Minorities; Minority Groups; Bibliographies; Legislation; Educational Administration; Teacher Characteristics; Administrative Organization; Ethnic Groups; Spanish; American Indian Languages; Monolingualism; Educational Planning; Neoliberalism; Barriers; Second Language Learning; Second Language Instruction; Native Language Instruction; American Indians; Preschool Education; Elementary Secondary Education; Policy Analysis; Argentina + Suchen Sie Ihr Suchwort? Ausland; Multikulturelle Erziehung; Bilingual teaching; Bilingualer Unterricht; Politics of education; Bildungspolitik; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Sprachminderheit; Ethnische Minderheit; Gesetzgebungslehre; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ethnie; Spanisch; Bildungsplanung; Neo-liberalism; Neoliberalismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; American Indian; Indianer; Pre-school education; Vorschulerziehung; Politikfeldanalyse; Argentinien
Abstract	Purpose: The purpose of this article is to assess the state of affairs of intercultural bilingual education (IBE) policies in Argentina. IBE encompasses educational proposals designed to address the specific needs of ethnolinguistic minorities. Design/methodology/approach: The article is divided into three parts and methodologically analyzes different types of materials (national legislation, bibliography and personal research experiences). Findings: In the first section, the educational policies on cultural and linguistic diversity are contextualized historically. Later, IBE is defined considering five main characteristics (the neoliberal compensatory education policy, educational decentralization/regionalization, the educational category of the system, linguistic goals and teacher profiles). Finally, the conclusions list the challenges, goals that have yet to be achieved and the future perspectives of this educational policy. Originality/value: This article contributes to the field of studies on diversity in the schooling of ethnically different groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01