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Article dans une revue Current Issues in Language Planning Année : 2013

Multilingual policies put into practice: co-participative educational workshops in Mexico

Résumé

In a national context where the language rights of indigenous people have been recognized constitutionally since 2003, we raise the following questions: How can bilingual education programmes in Mexico be clearly defined and applied? And what exactly are the final objectives of a bilingual education programme? We address the issue of the potential forms and contents of bilingual education from the standpoint of our experience working with school teachers, in co-participative educational workshops in two multilingual areas in Central and South-Eastern Mexico, between 2009 and 2012. Indeed, the multidimensional use of native languages and knowledge through workshops held in a number of Mexican languages, in which the participants produce texts and drawings in their native languages, directly raises pedagogical issues on language planning in the classroom. The dominant model for Bilingual & Intercultural Education (BIE) in Mexico today corresponds to a model of incorporation through subtractive bilingualism: teaching in the native language, switching then to Spanish in order to teach the official pedagogical contents, to the detriment of language and culture specificities. Our work suggests that BIE could represent a constructive, empowering alternative, adapted to local community contexts, while veering away from a segregationist education model.
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Dates et versions

hal-01137251, version 1 (30-03-2015)

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  • HAL Id : hal-01137251 , version 1

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Jean-Léo Léonard, Karla Janiré Avilés González, Julie Mc Cabe. Multilingual policies put into practice: co-participative educational workshops in Mexico. Current Issues in Language Planning, 2013, pp.419-435. ⟨hal-01137251⟩
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