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Mapping Biliteracy Teaching in Indigenous Contexts: From Student Shyness to Student Voice
Author(s) -
Hornberger Nancy H.,
Kvietok Dueñas Frances
Publication year - 2019
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/aeq.12276
Subject(s) - indigenous , ethnography , neuroscience of multilingualism , flourishing , sociology , bilingual education , pedagogy , amazon rainforest , shyness , indigenous education , translanguaging , psychology , anthropology , social psychology , ecology , anxiety , psychiatry , biology , neuroscience
Drawing on an ethnographic monitoring engagement with Kichwa intercultural bilingual educators in the Peruvian Amazon, we argue for ethnographic monitoring as a method and the continua of biliteracy as a heuristic for mapping biliteracy teaching in Indigenous contexts of bilingualism. Through our mapping, we uncover tensions in the teaching of majoritized languages in Indigenous contexts of postcoloniality, challenge constructs of student shyness, and propose pedagogies to support the flourishing of student voice in bilingual education.