A Comparative Look at Bilingual-Bicultural Education in Mexico and Guatemala.

Autor/in	Suchenski, Micki
Titel	A Comparative Look at Bilingual-Bicultural Education in Mexico and Guatemala.
Quelle	(2001), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indian Education; Bilingual Education; Bilingual Teachers; Community Involvement; Comparative Education; Cultural Education; Educational Change; Elementary Secondary Education; Foreign Countries; Higher Education; Language of Instruction; Parent Participation; Rural Education; School Community Relationship; Teacher Education; Guatemala; Mexico + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Vergleichende Erziehungswissenschaft; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Bildungsreform; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; Elternmitwirkung; Ländliche Erwachsenenbildung; Lehrerausbildung; Lehrerbildung; Mexiko
Abstract	Mexico and Guatemala are undergoing changes in their educational systems due to a paradigm shift that replaces ethnic assimilation with pluralism. Both countries' governments have legally recognized the linguistic and cultural diversity of their countries via amendments to their constitutions. Both countries face tremendous obstacles in implementing bilingual-bicultural education programs. Many teachers have a weak understanding of indigenous languages because they were taught under an assimilationist model, and many parents see Spanish as a language of social and economic power for their children. In Guatemala, a 36-year civil war has slowed down implementation of major educational reforms. To help implement successful reforms, more active participation of Indian groups is needed, as in Chiapas with the San Andres Agreements. Second, the importance of teaching Indian languages and culture must be valued by all, but especially by parents and the community who are the key stakeholders in education. In addition, partnerships need to be developed between local communities and universities to expand teacher training in bilingual education and develop bilingual-bicultural materials. Finally, the greatest recommendation that can be made to these countries is that more money be allocated toward preprimary and primary education, and especially toward the education of indigenous people, neglected for far too long. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC