Bilingual intercultural education and Andean hip hop

Transnational sites for indigenous language and identity

Datos Bibliográficos

ID2863118
AutoresNancy H Hornberger (0000-0003-4357-6424, University of Pennsylvania), Karl F Swinehart, Karl Swinehart (0000-0001-6921-8786, Society of Actuaries)
Año2012
Volumen41
Número4
Páginas499-525
Fecha de publicación2012-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaLanguage in Society (JOURNAL)
Identificadores de la revistaISSN: 0047-4045 • E-ISSN: 1469-8013
EditorialCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0047404512000486
OpenAlexW2022932471
IdiomaEN
Citas recibidas20
Referencias citadas28

Exploring contemporary Aymara and Quechua speakers' engagements with multilingualism, this article examines two transnational sites of Indigenous language use in Bolivia-a master's program in bilingual intercultural education in Cochabamba and a hip hop collective in El Alto. Responding to the call for a sociolinguistics of globalization that describes and interprets mobile linguistic resources, speakers, and markets, we draw on long-term ethnographic fieldwork to explore the transnational nature of these mobile and globalized sites, ideologies of Indigenous language and identity present there, and flexible language practices therein. From our analysis of selected narratives and interactions observed and recorded between 2004 and 2009, we argue that these sites, ideologies, and language practices constitute productive spaces for Indigenous language speakers to intervene in a historically and enduringly unequal, globalizing world. (Indigeneity, mobility, translanguaging, flexible language practices, multilingual repertoire, global hip hop

Ethnography · Globalization · Identity (music) · Ideology · Indigenous · Linguistics · Multilingualism · Neuroscience of multilingualism · Pedagogy · Political science · Politics · Sociolinguistics · Sociology · Translanguaging · Anthropology · Gender Studies · Linguistic Variation and Morphology · Multilingual Education and Policy · Second Language Learning and Teaching