Revitalization of Indigenous Languages and Cultures: A Critical Review of Preschool Bilingual Educational Policies in Chile (2007–2016)

• In Event: 25.084 - MTCC Roundtable Session Seven
  In Roundtable Session: 25.084-2 - Centering Justice in Bilingual Classrooms

Abstract

Public education policies governing language revitalization and the teaching of indigenous languages have been in place for more than 20 years in Chile. While there has been progress in the education of a generation of children in an intercultural socio-educational environment, there still exist challenges for progress towards bilingualism in children. Bilingual education policies in Chile have focused mainly on 6 to 13-year-old children, relegating preschool education to a secondary role. We examine official policy documents regarding intercultural education in early childhood, and we present an intertextual and critical language policy analysis of these documents and their foci. We conclude by outlining suggestions for languages policies and teacher education in Chile, and the possible implications for other countries

Authors

• Rukmini Becerra Lubies

• Aliza Fones, University of Iowa