Enseñar español en contextos escolares indoamericanos: de las políticas declaradas a las políticas practicadas

MUÑOZ CRUZ, HÉCTOR; UNAMUNO, VIRGINIA

Journal of Spanish Language Teaching

Taylor and Francis

Año: 2023 p. 1 - 14

2324-7797

This paper presents aspects of school teaching of Spanish to/with indigenous students within the framework of current policies of recognition and resistance of indigenous peoples. We refer to the cases of Mexico and Argentina, which show different trajectories and experiences, but converge in aspects of the sociopolitical and pedagogical situation of indigenous languages and Spanish as a second language (L2). We postulate that indigenous school education constitutes an institutional public space through which various government proposals of interculturality have been applied in indigenous subsystems in Mexico (currently called indigenous, intercultural and bilingual education) and in Argentina (the Bilingual Intercultural Education modality, EBI). In both cases, we analyze the relationships between the declared policies and those that can be observed in the classrooms, those that create spaces for the teaching of Spanish as an L2 to be possible; those that propose teaching within the framework of multilingual communicative tasks, which also include indigenous languages. We conclude that indigenous teachers are key actors in the production of alternative linguistic-educational policies that seek to explore new horizons for indigenous education from the base.