Beyond the Bilingual Classroom: Literacy Acquisition among Peruvian Amazon Communities

Statement of Responsibility:
Trudell, Barbara
Authors:
Series Issue:
117
Date:
1993
Publisher:
Summer Institute of Linguistics and the University of Texas at Arlington
Publisher Place:
Dallas
Part Of Series:
Summer Institute of Linguistics and the University of Texas at Arlington Publications in Linguistics 117
Extent:
x, 162 pages
Publication Status:
Published
Table of Contents:

Acknowledgments
Map

Part I. Background Information

  1. Introduction
  2. 1.1 Purpose of the study
    1.2 Research questions
    1.3 Overview of the study
    1.4 Definitions
    1.5 Limitations and delimitations
    1.6 Significance of the study

  3. An Historical Framework
  4. 2.1 Before the sixteenth century
    2.2 Earliest contact with the West: Explorers and missionaries
    2.3 Commercialization of the Amazon
    2.4 The twentieth century: Integration into Peruvian national society
    2.5 History of the bilingual education program

  5. Language, Culture, and Ethnicity
  6. 3.1 Ethnicity
    3.2 Ethnicity and nationalism
    3.3 Language and ethnicity
    3.4 Language and culture
    3.5 Summary

  7. Literacy and Education
  8. 4.1 Literacy versus schooling
    4.2 Language and schooling
    4.3 Language and literacy
    4.4 Conclusion

  9. Research Methodology
  10. 5.1 Foundations
    5.2 Description of field research

Part II. Language Group Profiles

  1. The Aguaruna
  2. 6.1 Historical framework
    6.2 Ethnic identity and language maintenance
    6.3 Educational factors
    6.4 Summary

  3. The Yagua
  4. 7.1 Historical framework
    7.2 Ethnic identity and language maintenance
    7.3 Educational factors
    7.4 Summary

  5. The Sharanahua, Yaminahua, and Madija Culina
  6. 8.1 Historical framework
    8.2 Ethnic identity and language maintenance
    8.3 Educational factors
    8.4 Summary

  7. The Shipibo-Conibo
  8. 9.1 Historical framework
    9.2 Ethnic identity and language maintenance
    9.3 Educational factors
    9.4 Summary

  9. The Asheninca Campa
  10. 10.1 Historical framework
    10.2 Ethnic identity and language maintenance
    10.3 Educational factors
    10.4 Summary

  11. The Pajonal Campa
  12. 11.1 Historical framework
    11.2 Ethnic identity and language maintenance
    11.3 Educational factors
    11.4 Summary

  13. The Ashaninca Campa
  14. 12.1 Historical framework
    12.2 Ethnic identity and language maintenance
    12.3 Educational factors
    12.4 Summary

  15. The Machiguenga
  16. 13.1 Historical framework
    13.2 Ethnic identity and language maintenance
    13.3 Educational factors
    13.4 Summary

  17. Conclusions
  18. 14.1 Specific factors
    14.2 Factors with multiple effects
    14.3 Discussion
    14.4 Conclusion

References

Country:
Peru
Content Language:
Work Type:
Subject:
Sociolinguistics
Literacy programs
Nature of Work:
Entry Number:
8831