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INDIGENOUS LITERACY IN MÉXICO: CRITICAL ISSUES ABOUT THE SECOND LANGUAGE LEARNING Learning  Conference 2007 Johannesburg, South Afric,  July 2007
MÉXICO COUNTRY Extension : 2 millions Km  2  105 MILLIONS OF HABITANTS 77% urban population 23% rural population 12 millions of indigenous people 22 millions en USA
CHARACTERISTICS OF EXCLUDED* Source: Conteo de población 2005. INEGI ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
INDIGENOUS PEOPLE ,[object Object],[object Object],[object Object],[object Object]
POLITICAL FRAMEWORK ,[object Object],[object Object]
WHAT CHARACTERIZES THE  EDUCATIVE MODEL ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
MIB  Let’s live  better! MIB 2 Numbers and  calculations Initial level   Intermedium level MIBES 1 Beginnig to read  and write in my language MIBES 3 Read and write In my language MIBES 2 Speak  Spanish MIBES 4 Beginning  to read and write In  Spanish MIB 1 Using the  writing language ( two  languages ) Curricular organization  MIBES route , Spanish like second language: monolingual people
Initial level   Intermedium level MIBI 1 Beginning read  and write in my  two  languages MIBI 2 Write and read in my  two languages MIB 1 Using the writing Language ( two languages )  MIB Let’s live  better! MIB 2 Numbers and  calculations MIBI rout e: bilingual integrated: efficient bilingual people MIB 3 I write  my language + 2D
LITERACY ,[object Object],[object Object],[object Object],[object Object],[object Object],Basic education Inicial level *UNESCO. Literacy for life. 2006
SECOND LANGUAGE ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
THE METHODOLOGICAL WAY ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],THE PROCESS
CRITICAL ISUUES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],*In the meaning of Cummins, 1994
CRITICAL ISSUES  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]

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Indigenous literacy in méxico

  • 1. INDIGENOUS LITERACY IN MÉXICO: CRITICAL ISSUES ABOUT THE SECOND LANGUAGE LEARNING Learning Conference 2007 Johannesburg, South Afric, July 2007
  • 2. MÉXICO COUNTRY Extension : 2 millions Km 2 105 MILLIONS OF HABITANTS 77% urban population 23% rural population 12 millions of indigenous people 22 millions en USA
  • 3.
  • 4.
  • 5.
  • 6.
  • 7. MIB Let’s live better! MIB 2 Numbers and calculations Initial level Intermedium level MIBES 1 Beginnig to read and write in my language MIBES 3 Read and write In my language MIBES 2 Speak Spanish MIBES 4 Beginning to read and write In Spanish MIB 1 Using the writing language ( two languages ) Curricular organization MIBES route , Spanish like second language: monolingual people
  • 8. Initial level Intermedium level MIBI 1 Beginning read and write in my two languages MIBI 2 Write and read in my two languages MIB 1 Using the writing Language ( two languages ) MIB Let’s live better! MIB 2 Numbers and calculations MIBI rout e: bilingual integrated: efficient bilingual people MIB 3 I write my language + 2D
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.

Hinweis der Redaktion

  1. “ The… discussion of he nature of language proficiency and the length of time required to develop peer-appropriate levels of conversational and academic skills have immediate relevance for two practical issues. First, support for language and academic development is still beneficial (and frequently necessary) even after students have attained conversational fluency ... [in a second language]. Exiting children prematurely from bilingual... programs may jeopardize their academic development, particularly if the mainstream classroom does not provide an environment that is supportive of language and content development.”
  2. As Bialystok and Hakuta (1994: 2) summarized it “Second languages... develop under an extremely heterogeneous set of conditions, far more diverse that the conditions under which children learn their native language. Cultures may vary in their practices of language socialization of infants and toddlers, but outcome of first-language acquisition remains universal. This cultural identification and absolute fluency, however, is not guaranteed outcome do second-language learning".