Indigenous Literacies in the Americas: Language Planning from the Bottom up

Description

CONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists, historians etc. to the development of the sociology of language. Introduction Indigenous literacies in the Americas North America Teaching and preserving Yup’ik traditional literacy Ciulistet and the curriculum of the possible Reclaiming Navajo: Language renewal in an American Indian community school Literacy for what? Hualapai literacy and language maintenance Language revitalization efforts in the Pueblo de Cochiti: Becoming “literate” in an oral society Meso America Language preservation and publishing Experiences in the development of a writing system for Ñuu Savi Saving and strengthening indigenous Mexican languages: The CELIAC experience Mayan language literacy in Guatemala: A socio-historical overview South America Quechua literacy and empowerment in Peru Literacy and modernization among the Quechua speaking population of Peru An experience of indigenous literacy in Peru Indigenous politics and native language literacies: Recent shifts in bilingual education policy and practice in Ecuador Attitudes of teachers, children and parents towards bilingual intercultural education Bringing the language forward: School-based initiatives for Quechua language revitalization in Ecuador and Bolivia To Guaranize: A verb actively conjugated by the Bolivian Guaranis Conclusion Language planning from the bottom up Afterword Local literacies and vernacular literacies: Implications for national literacy policy Index