The right to protest in our own language: educational initiatives to promote mother-tongue education in Chiapas, Mexico

• In Event: Protesting through and with language

Proposal

There is extensive literature on the importance of mother tongue instruction for improving educational achievement, ensuring social inclusion, and revitalizing languages at risk of disappearing. This paper discusses the significance of linguistic revitalization processes in guaranteeing rights by promoting and developing educational interventions to strengthen indigenous and native languages. Methodology: We adopted a case study approach, focusing on the intervention model "MIA Camps in Tsotsil" implemented in the state of Chiapas, southeastern Mexico. This model aims to enhance the reading and writing skills of Tsotsil-speaking children, as Tsotsil is one of the most widely spoken languages in the region. The intervention case study is based on the Teaching at the Right Level (TaRL) principle, employing formative evaluation instruments, and utilizing a dual language immersion process (Spanish-Tsotsil). Various language-specific strategies and didactic resources, such as riddles, tongue twisters, songs, and legends, are incorporated into the intervention. Results: We explain the translation and adaptation process of the intervention from Spanish to Tsotsil, with a particular emphasis on the linguistic decisions made. This explanation includes the selection of language variants, the identification of complexity levels for creating measurement instruments and camp content, the process of adaptation for cultural relevance, and the initial results of these processes.
Discussion: We examine the relevance of employing these methodologies to promote reading and writing in native languages as fundamental elements for language revitalization and increasing motivation and educational achievement among students. Additionally, we discuss the importance of promoting native languages in terms of inclusion and advocate for incorporating more "political" discussions regarding linguistic policies within the educational discourse on mother tongue instruction.

Authors

• Felipe Hevia, CIESAS

• Samana Vergara Lope Tristán, Universidad Veracruzana

• Anabel Velásquez-Durán, IIE- Universidad Veracruzana