期刊名称：Working Papers in Educational Linguistics (WPEL)
印刷版ISSN：1548-3134
出版年度：2017
卷号：32
期号：1
页码：1
出版社：University of Pennsylvania
摘要：Drawing on an ethnographic monitoring engagement with Kichwa intercultural bilingual educators in the Peruvian Amazon, we argue for ethnographic monitoring (Hymes, 1980) as a method and the continua of biliteracy (Hornberger, 1989, 1990, 2003; Hornberger & Skilton-Sylvester, 2000) as a heuristic for mapping biliteracy teaching in Indigenous contexts of bilingualism. Through our mapping, we uncover tensions in the teaching of majoritized languages in Indigenous contexts of postcoloniality, challenge constructs of student shyness, and propose pedagogies to support the flourishing of student voice in bilingual education.
