LA ENSEÑANZA DE LA LENGUA INDÍGENA Y EL DESARROLLO DE LA INTERCULTURALIDAD EN LAS HORAS DE CLASES DE LENGUA NATIVA COMO L1 Y L2 EN EL PERÚ

Marco Antonio Lovón Cueva; Danny Loysi Chávez Sánchez; Edgar Mauro Yalta Gonzales; Ana María García Liza

doi:10.46744/bapl.202001.006

LA ENSEÑANZA DE LA LENGUA INDÍGENA Y EL DESARROLLO DE LA INTERCULTURALIDAD EN LAS HORAS DE CLASES DE LENGUA NATIVA COMO L1 Y L2 EN EL PERÚ

Marco Antonio Lovón Cueva, Danny Loysi Chávez Sánchez, Edgar Mauro Yalta Gonzales, Ana María García Liza

Universidad Nacional Mayor de San Marcos

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

11 Citas (Scopus)

Resumen

Intercultural bilingual education (IBE) in Peru is not homogenous. The learning and teaching situations of indigenous languages are different, as is the application of the concept of interculturality. Native languages can be found in a first or second language state. The purpose of this research is to analyze two IBE situations in Peru. To this end, the Shipibo and Ashaninka realities are reviewed. Methodologically, this paper describes and compares their educational contexts. The work concludes with an emphasis on teaching and learning according to the priorities of each sociolinguistic situation.

Título traducido de la contribución	THE TEACHING OF THE INDIGENOUS LANGUAGE AND THE DEVELOPMENT OF INTERCULTURALITY DURING NATIVE LANGUAGE CLASSES SUCH AS L1 AND L2 IN PERU
Idioma original	Español
Páginas (desde-hasta)	179-203
Número de páginas	25
Publicación	Boletin de la Academia Peruana de la Lengua
N.º	67
DOI	https://doi.org/10.46744/bapl.202001.006
Estado	Publicada - ene. 2020
Publicado de forma externa	Sí

Palabras clave

Ashaninka
Shipibo
bilingualism
education
interculturality

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10.46744/bapl.202001.006

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title = "LA ENSE{\~N}ANZA DE LA LENGUA IND{\'I}GENA Y EL DESARROLLO DE LA INTERCULTURALIDAD EN LAS HORAS DE CLASES DE LENGUA NATIVA COMO L1 Y L2 EN EL PER{\'U}",

abstract = "Intercultural bilingual education (IBE) in Peru is not homogenous. The learning and teaching situations of indigenous languages are different, as is the application of the concept of interculturality. Native languages can be found in a first or second language state. The purpose of this research is to analyze two IBE situations in Peru. To this end, the Shipibo and Ashaninka realities are reviewed. Methodologically, this paper describes and compares their educational contexts. The work concludes with an emphasis on teaching and learning according to the priorities of each sociolinguistic situation.",

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author = "Cueva, \{Marco Antonio Lov{\'o}n\} and S{\'a}nchez, \{Danny Loysi Ch{\'a}vez\} and Gonzales, \{Edgar Mauro Yalta\} and Liza, \{Ana Mar{\'i}a Garc{\'i}a\}",

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year = "2020",

month = jan,

doi = "10.46744/bapl.202001.006",

language = "Espa{\~n}ol",

pages = "179--203",

journal = "Boletin de la Academia Peruana de la Lengua",

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LA ENSEÑANZA DE LA LENGUA INDÍGENA Y EL DESARROLLO DE LA INTERCULTURALIDAD EN LAS HORAS DE CLASES DE LENGUA NATIVA COMO L1 Y L2 EN EL PERÚ. / Cueva, Marco Antonio Lovón; Sánchez, Danny Loysi Chávez; Gonzales, Edgar Mauro Yalta et al.
En: Boletin de la Academia Peruana de la Lengua, N.º 67, 01.2020, p. 179-203.

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

TY - JOUR

T1 - LA ENSEÑANZA DE LA LENGUA INDÍGENA Y EL DESARROLLO DE LA INTERCULTURALIDAD EN LAS HORAS DE CLASES DE LENGUA NATIVA COMO L1 Y L2 EN EL PERÚ

AU - Cueva, Marco Antonio Lovón

AU - Sánchez, Danny Loysi Chávez

AU - Gonzales, Edgar Mauro Yalta

AU - Liza, Ana María García

PY - 2020/1

Y1 - 2020/1

N2 - Intercultural bilingual education (IBE) in Peru is not homogenous. The learning and teaching situations of indigenous languages are different, as is the application of the concept of interculturality. Native languages can be found in a first or second language state. The purpose of this research is to analyze two IBE situations in Peru. To this end, the Shipibo and Ashaninka realities are reviewed. Methodologically, this paper describes and compares their educational contexts. The work concludes with an emphasis on teaching and learning according to the priorities of each sociolinguistic situation.

AB - Intercultural bilingual education (IBE) in Peru is not homogenous. The learning and teaching situations of indigenous languages are different, as is the application of the concept of interculturality. Native languages can be found in a first or second language state. The purpose of this research is to analyze two IBE situations in Peru. To this end, the Shipibo and Ashaninka realities are reviewed. Methodologically, this paper describes and compares their educational contexts. The work concludes with an emphasis on teaching and learning according to the priorities of each sociolinguistic situation.

KW - Ashaninka

KW - Shipibo

KW - bilingualism

KW - education

KW - interculturality

UR - https://www.scopus.com/pages/publications/85148853582

U2 - 10.46744/bapl.202001.006

DO - 10.46744/bapl.202001.006

M3 - Artículo

AN - SCOPUS:85148853582

SN - 0567-6002

SP - 179

EP - 203

JO - Boletin de la Academia Peruana de la Lengua

JF - Boletin de la Academia Peruana de la Lengua

IS - 67

ER -

LA ENSEÑANZA DE LA LENGUA INDÍGENA Y EL DESARROLLO DE LA INTERCULTURALIDAD EN LAS HORAS DE CLASES DE LENGUA NATIVA COMO L1 Y L2 EN EL PERÚ

Resumen

Palabras clave

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